Nível de atividade física de escolares do ensino médio: estudo sobre a associação com o desempenho acadêmico e a percepção de barreiras à prática de atividades físicas
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/21528 |
Resumo: | The objective of this study was to investigate the relationship between physical activity level (PAL) and academic performance (AP) of high school students from a public school, as well as identify perceived barriers (PB) to physical activity. The participants were 348 adolescents aged between 14 and 19 years, who attended a federal public school, with military characteristics. For information regarding the PAL, the International Activity Questionnaire (IPAQ), short version was used. The AP was obtained through the average scores of the first semester of 2015, within the three major Knowledge Areas, as defined by the National Curriculum Standards. To investigate the perceived barriers, an instrument consisting of 12 statements was used. All the instruments used were validated for adolescents. Data collection was carried out in June/2015, in the last week of school before the schools break, during physical education class. The data from AP of each student were obtained after school recess (July/2015), after academic ratings of the first semester were computed. Descriptive data analysis was used to characterize the study population and to analyze PB. We analyzed the data distribution curve through the Kolmogorov-Smirnov test and afterwards, the Spearman correlation test was used in the analysis of relations between the PAL, AP and PB. The Mann Whitney test was applied to verify the possible differences between the average grades of Knowledge Areas between active and insufficiently active students and also for differences between sexes` PB. With the Kruskal Wallis test, the possible differences in the PB between high school years were checked. The chi-square test was used to compare proportions for the analysis of individual barriers between the sexes. 58.6% of the students were considered active and there was no significant correlation between the AP and the PAL. Higher minimal grades were observed in active students and higher average grades for areas 1 and 2 among the participants of sports teams (p = 0.017; p = 0.014). The most prevalent PB for physical activity were: I have many tasks, lack of time and the weather makes it difficult to practice. Girls reported more PB and greater frequency of answers in all BP investigated. Significant correlation was found (r = -0.3290, p <0.0001) between PAL and PB. In conclusion, PAL had no negative effect on AP and participants of sports teams achieved better AP, demonstrating that sports activities can cause beneficial effects on cognitive performance. As for the perception of barriers, these can negatively impact the adoption of a physically active lifestyle, since the greater the number of BP, the lower was the PAL of the studied adolescents. |
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2021-07-20T17:37:25Z2021-07-20T17:37:25Z2015-12-14http://repositorio.ufsm.br/handle/1/21528The objective of this study was to investigate the relationship between physical activity level (PAL) and academic performance (AP) of high school students from a public school, as well as identify perceived barriers (PB) to physical activity. The participants were 348 adolescents aged between 14 and 19 years, who attended a federal public school, with military characteristics. For information regarding the PAL, the International Activity Questionnaire (IPAQ), short version was used. The AP was obtained through the average scores of the first semester of 2015, within the three major Knowledge Areas, as defined by the National Curriculum Standards. To investigate the perceived barriers, an instrument consisting of 12 statements was used. All the instruments used were validated for adolescents. Data collection was carried out in June/2015, in the last week of school before the schools break, during physical education class. The data from AP of each student were obtained after school recess (July/2015), after academic ratings of the first semester were computed. Descriptive data analysis was used to characterize the study population and to analyze PB. We analyzed the data distribution curve through the Kolmogorov-Smirnov test and afterwards, the Spearman correlation test was used in the analysis of relations between the PAL, AP and PB. The Mann Whitney test was applied to verify the possible differences between the average grades of Knowledge Areas between active and insufficiently active students and also for differences between sexes` PB. With the Kruskal Wallis test, the possible differences in the PB between high school years were checked. The chi-square test was used to compare proportions for the analysis of individual barriers between the sexes. 58.6% of the students were considered active and there was no significant correlation between the AP and the PAL. Higher minimal grades were observed in active students and higher average grades for areas 1 and 2 among the participants of sports teams (p = 0.017; p = 0.014). The most prevalent PB for physical activity were: I have many tasks, lack of time and the weather makes it difficult to practice. Girls reported more PB and greater frequency of answers in all BP investigated. Significant correlation was found (r = -0.3290, p <0.0001) between PAL and PB. In conclusion, PAL had no negative effect on AP and participants of sports teams achieved better AP, demonstrating that sports activities can cause beneficial effects on cognitive performance. As for the perception of barriers, these can negatively impact the adoption of a physically active lifestyle, since the greater the number of BP, the lower was the PAL of the studied adolescents.O objetivo deste estudo foi verificar as relações entre o nível de atividade física (NAF) e o desempenho acadêmico (DA) dos alunos do ensino médio de uma escola pública federal, bem como identificar quais as barreiras percebidas (BP) à prática de atividades físicas pelos mesmos. Participaram 348 escolares, de 14 a 19 anos, de uma escola pública federal, de característica militar. Para as informações referentes ao NAF foi utilizado o Questionário Internacional de Atividade (IPAQ), versão curta. O DA foi obtido por meio das médias das notas do primeiro semestre de 2015, dentro das três grandes Áreas de Conhecimento, definidas pelos Parâmetros Curriculares Nacionais. Para investigar as barreiras foi utilizado um instrumento composto por 12 afirmativas. Os instrumentos utilizados foram validados para adolescentes. A coleta de dados foi realizada em junho de 2015, na última semana de aula antes do recesso escolar, durante os tempos de aula destinados à Educação Física. Os dados referentes ao DA de cada escolar foram obtidos no retorno do recesso escolar (julho/2015), após serem computadas as avaliações acadêmicas do primeiro semestre. Utilizou-se análise descritiva dos dados na caracterização da população do estudo e para as afirmativas do instrumento de pesquisa das BP. Analisou-se a curva de distribuição dos dados através do teste de Kolmogorov-Smirnov e após, a correlação de Spearman para a análise das relações entre o NAF, o DA e as BP. O teste de Mann Whithney foi aplicado para verificar a possível diferença entre as médias das Área de Conhecimento do DA entre os grupos de escolares ativos e insuficientemente ativos e, também, para as diferenças entre os sexos nas BP. O teste de Kruskal Wallis para verificar a possível diferença das barreiras entre os anos de EM. Foi utilizado um teste para a diferença de proporções (Qui-quadrado) para a análise das barreiras individualizadas, entre os sexos. Foram considerados ativos 58,6% dos escolares e não foi encontrada correlação significativa entre o DA e o NAF. Notas mínimas superiores foram encontradas entre os escolares ativos e maiores médias para as áreas 1 e 2 entre os participantes de escolas esportivas (p=0,017; p=0,014). As BP mais prevalentes para a prática de atividades físicas foram: tenho muitas tarefas, falta tempo e o clima dificulta a prática. As meninas relataram maior número e maior frequência de respostas em todas as BP investigadas. Foi encontrada correlação significativa (r= -0,3290; p<0,0001) entre as variáveis NAF e BP. Em conclusão, o NAF não interferiu negativamente no DA dos escolares desse estudo e os participantes de escolas esportivas alcançaram melhor DA, demonstrando que a prática esportiva pode ocasionar efeitos benéficos no desempenho cognitivo. Quanto à percepção das barreiras, estas podem impactar negativamente a adoção de um estilo de vida fisicamente ativo, pois quanto maior o número de BP menor foi o NAF dos escolares.porUniversidade Federal de Santa MariaCentro de Educação Física e DesportosPrograma de Pós-Graduação em Educação FísicaUFSMBrasilEducação FísicaAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessComportamentoAtividades físicasBarreirasDesempenho acadêmicoAdolescentesBehaviorPhysical activitiesBarriersAcademic achievementAdolescentsCNPQ::CIENCIAS DA SAUDE::EDUCACAO FISICANível de atividade física de escolares do ensino médio: estudo sobre a associação com o desempenho acadêmico e a percepção de barreiras à prática de atividades físicasPhysical activity level of high school students: study about the association with academic performance and perceived barriers to physical activityinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisSantos, Daniela Lopes doshttp://lattes.cnpq.br/0357112600823721Bergmann, Gabriel GustavoCorazza, Sara Teresinhahttp://lattes.cnpq.br/3925453219579538Pandolfo, Kelly Christine Maccarini4009000000026006006008366c1d7-41e9-4dc2-8c58-febe7aaf581577d91569-1634-4acc-a9d0-d35aaffd7d519fe8dc48-c128-4db7-aace-1584c70d2f115f37f998-5176-4f2b-a3f7-c7aae790711areponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMLICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Nível de atividade física de escolares do ensino médio: estudo sobre a associação com o desempenho acadêmico e a percepção de barreiras à prática de atividades físicas |
dc.title.alternative.eng.fl_str_mv |
Physical activity level of high school students: study about the association with academic performance and perceived barriers to physical activity |
title |
Nível de atividade física de escolares do ensino médio: estudo sobre a associação com o desempenho acadêmico e a percepção de barreiras à prática de atividades físicas |
spellingShingle |
Nível de atividade física de escolares do ensino médio: estudo sobre a associação com o desempenho acadêmico e a percepção de barreiras à prática de atividades físicas Pandolfo, Kelly Christine Maccarini Comportamento Atividades físicas Barreiras Desempenho acadêmico Adolescentes Behavior Physical activities Barriers Academic achievement Adolescents CNPQ::CIENCIAS DA SAUDE::EDUCACAO FISICA |
title_short |
Nível de atividade física de escolares do ensino médio: estudo sobre a associação com o desempenho acadêmico e a percepção de barreiras à prática de atividades físicas |
title_full |
Nível de atividade física de escolares do ensino médio: estudo sobre a associação com o desempenho acadêmico e a percepção de barreiras à prática de atividades físicas |
title_fullStr |
Nível de atividade física de escolares do ensino médio: estudo sobre a associação com o desempenho acadêmico e a percepção de barreiras à prática de atividades físicas |
title_full_unstemmed |
Nível de atividade física de escolares do ensino médio: estudo sobre a associação com o desempenho acadêmico e a percepção de barreiras à prática de atividades físicas |
title_sort |
Nível de atividade física de escolares do ensino médio: estudo sobre a associação com o desempenho acadêmico e a percepção de barreiras à prática de atividades físicas |
author |
Pandolfo, Kelly Christine Maccarini |
author_facet |
Pandolfo, Kelly Christine Maccarini |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Santos, Daniela Lopes dos |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0357112600823721 |
dc.contributor.referee1.fl_str_mv |
Bergmann, Gabriel Gustavo |
dc.contributor.referee2.fl_str_mv |
Corazza, Sara Teresinha |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3925453219579538 |
dc.contributor.author.fl_str_mv |
Pandolfo, Kelly Christine Maccarini |
contributor_str_mv |
Santos, Daniela Lopes dos Bergmann, Gabriel Gustavo Corazza, Sara Teresinha |
dc.subject.por.fl_str_mv |
Comportamento Atividades físicas Barreiras Desempenho acadêmico Adolescentes |
topic |
Comportamento Atividades físicas Barreiras Desempenho acadêmico Adolescentes Behavior Physical activities Barriers Academic achievement Adolescents CNPQ::CIENCIAS DA SAUDE::EDUCACAO FISICA |
dc.subject.eng.fl_str_mv |
Behavior Physical activities Barriers Academic achievement Adolescents |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS DA SAUDE::EDUCACAO FISICA |
description |
The objective of this study was to investigate the relationship between physical activity level (PAL) and academic performance (AP) of high school students from a public school, as well as identify perceived barriers (PB) to physical activity. The participants were 348 adolescents aged between 14 and 19 years, who attended a federal public school, with military characteristics. For information regarding the PAL, the International Activity Questionnaire (IPAQ), short version was used. The AP was obtained through the average scores of the first semester of 2015, within the three major Knowledge Areas, as defined by the National Curriculum Standards. To investigate the perceived barriers, an instrument consisting of 12 statements was used. All the instruments used were validated for adolescents. Data collection was carried out in June/2015, in the last week of school before the schools break, during physical education class. The data from AP of each student were obtained after school recess (July/2015), after academic ratings of the first semester were computed. Descriptive data analysis was used to characterize the study population and to analyze PB. We analyzed the data distribution curve through the Kolmogorov-Smirnov test and afterwards, the Spearman correlation test was used in the analysis of relations between the PAL, AP and PB. The Mann Whitney test was applied to verify the possible differences between the average grades of Knowledge Areas between active and insufficiently active students and also for differences between sexes` PB. With the Kruskal Wallis test, the possible differences in the PB between high school years were checked. The chi-square test was used to compare proportions for the analysis of individual barriers between the sexes. 58.6% of the students were considered active and there was no significant correlation between the AP and the PAL. Higher minimal grades were observed in active students and higher average grades for areas 1 and 2 among the participants of sports teams (p = 0.017; p = 0.014). The most prevalent PB for physical activity were: I have many tasks, lack of time and the weather makes it difficult to practice. Girls reported more PB and greater frequency of answers in all BP investigated. Significant correlation was found (r = -0.3290, p <0.0001) between PAL and PB. In conclusion, PAL had no negative effect on AP and participants of sports teams achieved better AP, demonstrating that sports activities can cause beneficial effects on cognitive performance. As for the perception of barriers, these can negatively impact the adoption of a physically active lifestyle, since the greater the number of BP, the lower was the PAL of the studied adolescents. |
publishDate |
2015 |
dc.date.issued.fl_str_mv |
2015-12-14 |
dc.date.accessioned.fl_str_mv |
2021-07-20T17:37:25Z |
dc.date.available.fl_str_mv |
2021-07-20T17:37:25Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/21528 |
url |
http://repositorio.ufsm.br/handle/1/21528 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
400900000002 |
dc.relation.confidence.fl_str_mv |
600 600 600 |
dc.relation.authority.fl_str_mv |
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dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação Física e Desportos |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação Física |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação Física |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação Física e Desportos |
dc.source.none.fl_str_mv |
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UFSM |
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