Learning about the contents of physical fitness, specifying the importance of physical activity for health and sedentary lifestyle as an obstacle in adolescents, after intervention of theoretical and practical teaching based on problems / Aprender sobre os conteúdos da aptidão física, especificando a importância da atividade física para a saúde e o estilo de vida sedentário como um obstáculo na adolescência, após intervenção de ensino teórico e prático baseado em problemas
The aim of the present study was to describe the learning about the contents of physical fitness and the perceptions about sedentary lifestyle as a social obstacle for adolescents, after a theoretical and practical problem-based teaching intervention. Two groups participated in the research (G1 n=33...
| Autores: | , , , |
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2021 |
| País: | Brasil |
| Recursos: | Instituto Superior de Educação Vera Cruz (VeraCruz) |
| Repositório: | Revista Veras |
| Idioma: | português |
| OAI Identifier: | oai:ojs2.ojs.brazilianjournals.com.br:article/35553 |
| Acesso em linha: | https://ojs.brazilianjournals.com.br/ojs/index.php/BRJD/article/view/35553 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Physical exercise Physical Fitness Teaching Sedentary lifestyle Problem solving. |
| Resumo: | The aim of the present study was to describe the learning about the contents of physical fitness and the perceptions about sedentary lifestyle as a social obstacle for adolescents, after a theoretical and practical problem-based teaching intervention. Two groups participated in the research (G1 n=33 and G2 n=35) composed of young people aged 17 years. Members of G1 and G2 participated in 20 classes on physical fitness content, through the methodology based on problem solving. In G1 the classes were predominantly theoretical and in G2, practical. The learning assessment questionnaire was applied before and after the intervention. The interventions applied in G1 and G2 promoted different conceptual perceptions between the groups. The interventions favored the acquisition of predominantly conceptual learning through theoretical and procedural classes through practical classes. 72.73% of G1 and 83.87% of G2 classified physical activity practice as very important after the intervention. 100% of G1 and 82.86% of G2 recognized sedentary lifestyle as a problem and related it to poor health conditions such as obesity. The adolescents' perceptions about the solution to sedentary lifestyle as a problem were based on the dissemination of the importance of the practice of physical activities, investment in public resources for the practice of physical activities and events related to the practice of physical activities in both groups. The teaching interventions, addressing sedentary lifestyle as a challenge, allowed adolescents to broaden their understanding of the contents of physical fitness, in addition to understanding sedentary lifestyle as a collective and individual problem. |
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