Relação entre índice de massa corporal e coordenação motora, em crianças portuguesas

Relatório de atividade profissional de mestrado em Ensino de Educação Física nos Ensinos Básico e Secundário

Intervir através da educação física na coeducação: realidade ou intenção?

Intervir de forma consciente e organizada em prol da promoção da igualdade de oportunidades na escola tem sido, nas últimas décadas, um dos propósitos da Educação Física (EF) na Europa. Através das rotinas e das oportunidades que se proporcionam, rapazes e raparigas têm acesso a uma prática de atividade física e desportiva (AFD) que lhes possibilita aperfeiçoar capacidades, competências e atitudes. Consideramos que o contributo da EF na educação é de um valor significativo, viabilizando às crianças e jovens construir a sua imagem corporal e os estereótipos de género, desenvolver afectos e emoções, cultivar a sua relação com os outros, criar capacidades e valores, ajudando deste modo uma formação das atitudes individuais ou coletivas, que respeitem a igualdade de género e, por isso, os direitos humanos. Este estudo foi realizado a partir da informação recolhida, através da aplicação de um questionário, a uma amostra de 993 crianças, 57.5% raparigas e 42.5% rapazes, com idades compreendidas entre os 10 e 12 anos, pertencentes a várias escolas do ensino público e ambicionou comparar as perceções e preferências de rapazes e raparigas relativamente às práticas AFD que decorrem na disciplina de EF, para se poderem apresentar alternativas de práticas mais flexíveis e integradoras. A partir dos nossos resultados podemos concluir que a AFD na escola continua a ser muito marcada por práticas de técnicas de movimento, jogos e competições desportivas, vivências muito identificadas com os estereótipos masculinos e que, nem sempre ajudam à formação de um bom esquema corporal e de comportamentos que se tendem a manter ao longo da vida, para muita(o)s jovens. Sugerimos que as atividades oferecidas às crianças e jovens nas escolas sejam mais diversificadas e inclusivas, impondo um nível de desempenho e de satisfação mais adequado a cada caso em particular, devendo estar mais centradas quer em atividades de ar livre, quer em práticas que desenvolvem também as dimensões sensitiva, expressiva e corporal do(a)s aluno(a)s.

Relatório de estágio profissionalizante em psicomotricidade em vertente educacional no Centro de Apoio Psicopedagógico do Funchal

Este documento descreve o trabalho implementado no Centro de Apoio psicopedagógico do Funchal, no âmbito do Ramo de Aprofundamento de Competências Profissionais do mestrado em Reabilitação Psicomotora, durante o ano letivo 2013/2014. O trabalho desenvolvido centrou-se nas áreas da Psicomotricidade, numa dinâmica de intervenção individual e em grupo, com treze crianças com Perturbações do Desenvolvimento, contendo a mais nova quatro anos e a mais velha onze. A intervenção seguiu uma organização lógica e coerente passando pelas avaliações, planos de intervenção, intervenção psicomotora e por fim, avaliação final e análise dos resultados obtidos. De uma forma mais pormenorizada são relatados dois estudos de caso, em que o primeiro diz respeito a uma criança sobredotada e o segundo ao grupo da sala Treatment and education of autistic and related communication handicapped children, os quais ilustram a aplicação prática da psicomotricidade, visando a promoção do desenvolvimento de várias áreas, nos domínios motor, comportamental, relacional e afetivo.

Out of sight, out of mind? Educational outcomes of children with parents working abroad.

Impact of parental emigration on educational outcomes of children is theoretically ambiguous. Using novel data I collected on migration experience and its timing, family background and school performance of lower secondary pupils in Poland, I analyse the question empirically. Migration is mostly temporary in nature, with one parent engaging in employment abroad. As many as 63% of migrant parents have vocational qualifications, 29% graduated from high school, 4% have no qualifications and the remaining 4% graduated from university. Almost 18% of children are affected by parental migration. Perhaps surprisingly, estimates suggest that parental employment abroad has a positive immediate impact on a pupil’s grade. Parental education appears pivotal; children of high school graduates benefit most. Longer term effects appear more negative, however, suggesting that a prolonged migration significantly lowers a child’s grade. Interestingly, siblings’ foreign experiences exert a large, positive impact on pupils’ grades.

OECD Review of Early Childhood Education and Care Policy in Ireland - Information Note

Thematic reviews of early childhood policy originated in response to a significant change in Western societies in the latter part of the 20th century. In effect, the care and education of young children in the industrialised world had shifted from the private to the public sphere, to become a shared responsibility of families and the state. Not only was the provision of equal access to women to the labour market an important goal in this development, but also the issue of giving every child a fair start in life and at school.

Ready to Learn White Paper on Early Childhood Education

The purpose of this White Paper is to set out Government policy on all issues relating to early childhood education. An essential starting point is to define what we mean by early childhood education. The Department of Education and Science�s mission is to support the development of a high quality education system which will enable individuals to develop to their full potential as persons and to participate fully as citizens in Ireland�s social and economic development. For many years, it was considered that education began when children went to school and ended when students left the formal education system at the end of first, second or third level. There is growing recognition of the importance of lifelong learning and the idea that children learn from the earliest moment and continue to learn throughout their lives. Education is concerned with all the phases of life, including the very early childhood phase.

Obesity prevention opinions of school stakeholders: a qualitative study.

BACKGROUND: In general, schools are an important setting to implement current recommendations for obesity prevention in children because the vast majority of children attend school. This study investigated the opinions of different school stakeholders on the feasibility and acceptability of current obesity prevention strategies that could be implemented in Swiss schools. METHODS: Research methods were comprised of a qualitative study which included school directors, physical education teachers, catering staff, school nurses and health educators, parents of young adolescents, and young adolescents interviewed (N = 40) categorized into 6 focus groups. Open-ended questions were used to determine the participants' opinion regarding current obesity prevention recommendations, and healthy eating and physical activity promotion strategies. RESULTS: All participants approved the implementation of nutritional standards for food and drinks sold in schools, but thought that increasing the attractiveness of healthy options was the best strategy to improve eating habits. Enjoying participation in physical activity classes or after-school activities was stressed. Participants suggested offering classes for all students with poor physical condition, independent of weight status. Stakeholders called for governmental support and global coordination of interventions balanced with providing schools with enough autonomy to adapt programs relevant to their individual circumstances. They recommended integrating all school stakeholders in obesity prevention initiatives, with special attention to students and local authorities. CONCLUSIONS: Participants agreed that schools are a crucial setting to implement childhood obesity prevention strategies. They called on school stakeholders to join efforts aiming to encourage healthy behaviors and to support and reinforce parents' efforts by spreading consistent and coherent health messages.

Rizoma pedagogia esportiva

Veure, dia a dia, com hi ha nens i nenes que abandonen el seu somni de jugar a futbol només perquè no estan d’acord amb l’entrenador, entrenadora que els ha tocat o perquè els membres de la junta d’un club de futbol de base no respon a les necessitats dels nostres infants i joves, és una llàstima. Des de Rizoma Pedagogia Esportiva no volem que aquests tipus de fets es repeteixin i per això donem assessorament tant a clubs en general com a entrenadors i entrenadores, per evitar aquestes situacions i fer que els nens i les nenes o nois i noies gaudeixin del seu temps de lleure fent allò que més els agrada

Assessment of needs, health-related quality of life, and satisfaction with care in breast cancer patients to better target supportive care.

BACKGROUND: This study assessed whether breast cancer (BC) patients express similar levels of needs for equivalent severity of symptoms, functioning difficulties, or degrees of satisfaction with care aspects. BC patients who did (or not) report needs in spite of similar difficulties were identified among their sociodemographic or clinical characteristics. PATIENTS AND METHODS: Three hundred and eighty-four (73% response rate) BC patients recruited in ambulatory or surgery hospital services completed the European Organisation for Research and Treatment of Cancer Quality of Life questionnaire (EORTC QLQ)-C30 quality of life [health-related quality of life (HRQOL)], the EORTC IN-PATSAT32 (in-patient) or OUT-PATSAT35 (out-patient) satisfaction with care, and the supportive care needs survey short form 34-item (SCNS-SF34) measures. RESULTS: HRQOL or satisfaction with care scale scores explained 41%, 45%, 40% and 22% of variance in, respectively, psychological, physical/daily living needs, information/health system, and care/support needs (P < 0.001). BC patients' education level, having children, hospital service attendance, and anxiety/depression levels significantly predicted differences in psychological needs relative to corresponding difficulties (adjusted R(2) = 0.11). Medical history and anxiety/depression levels significantly predicted differences in information/health system needs relative to degrees of satisfaction with doctors, nurses, or radiotherapy technicians and general satisfaction (adjusted R(2) = 0.12). Unmet needs were most prevalent in the psychological domains across hospital services. CONCLUSIONS: Assessment of needs, HRQOL, and satisfaction with care highlights the subgroups of BC patients requiring better supportive care targeting.

Prevalence of obesity in children in north-east Italy.

This study was performed to analyse the prevalence of obesity in children living in six different areas of the north-east of Italy. The study included 1523 children (749 male, 774 female), divided into four age categories (4, 8, 10, 12 +/- 0.5 years of age, respectively). The physical characteristics of the children were measured by trained and standardized examiners. In accordance with the guidelines on the Italian Consensus Conference on Obesity (Rome, 4-6 June 1991), a child was defined as obese when his weight was higher than 120% of the weight predicted for height, as calculated from the Tanner's tables. On average, the prevalence of obesity was higher in males than in females (15.7% vs. 11%). The highest prevalence was seen in 10-year-old males (23.4%). The prevalence increased with age both in males (4 years = 3.6%, 8 years = 11.2%, 10 years = 23.4%, 12 years = 17.3%) and in females (4 years = 2%, 8 years = 13.3%, 10 years = 12.7%, 12 years = 11.9%). This tendency was maintained when calculating the obesity prevalence by other methods, such as BMI, triceps skinfold and fat mass, although the magnitude of the prevalence was different depending on the criteria used to define it. A consensus on more precise criteria to define obesity is needed for a better diagnosis of obesity in childhood and to allow a more reliable measurement and comparison of the prevalence of obesity among populations.

Estratègies per optimitzar el temps de pràctica motriu en les sessions d'educació física

L'alumne necessita practicar per aprendre. En les classes d'educació física, però, aquesta pràctica es veu limitada per molts factors que, per petits que siguin, quan s'ajunten provoquen que el temps de pràctica motriu d'una sessió sigui excessivament reduït. Aquest treball que presento, doncs, tracta de cercar i analitzar els factors més rellevants que generen aquesta manca de minuts amb què compten els alumnes per tal d'assolir els objectius establerts. Així, es podrà reflexionar sobre les possibles estratègies a utilitzar per tal de poder optimitzar al màxim el temps de pràctica motriu en les sessions d'educació física

Recent skin injuries in children with motor disabilities.

OBJECTIVE: To determine the frequency of recent skin injuries in children with neuromotor disabilities and its association with disability. DESIGN: Cross-sectional study of 168 children with neuromotor disabilities aged 2-16 years. SETTING: Two outpatient child rehabilitation centres. MAIN OUTCOME MEASURES: Children were classified as unrestricted walkers, restricted walkers or wheelchair dependent. Each participant's body surface was systematically examined for recent skin injuries with the exception of the anal-genital area. RESULTS: The mean age of our sample was 7.8 (SD 3.7) years with a 3:2 male/female ratio. Overall, 64% had cerebral palsy, 17% a neuromuscular disease and 19% other motor disabilities. Participants had on average 5.3 (SD 4.5) recent skin injuries (max 19), of which 2.5 were bruises (SD 3.3, max 16), 2.4 were abrasions, scratches or cuts (SD 3.0, max 16) and 0.4 were pressure lesions (SD 0.8, max 4). There was a significant decrease in the frequency of recent skin injuries and of bruises with increasing severity of motor disability. Most of this variation was accounted for by injuries to the lower limbs. There were no significant effects of gender, learning disabilities or other comorbidities. CONCLUSIONS: Children with neuromotor disabilities present a progressive reduction in the number of skin injuries with decreasing mobility. Therefore, recent skin injuries in this population which are unusual by their number, appearance or distribution, should raise at least the same level of suspicion for physical abuse as in children without disabilities.

Las habilidades motrices básicas en educación primaria: aspectos de su desarrollo = Key motor skills in primary education: developmental aspects

The physical education curriculum stresses the importance of improving students’ key motor skills. This idea agrees with the contributions of research into motor development concerning the important role these skills play in child development. In order to facilitate this improvement is essential to know the different basic aspects of how these key motor skills evolve as well as the essential factors related to the characteristics and conditions of educational practice

El deporte como instrumento de desarrollo de la capacidad crítica de los adolescentes. Experiencias realizadas en cuatro centros de secundaria = Sport as a tool in the development of critical capacity of teenagers. Experiments carried out in four centres of Secondary education

In the article we resume four experiments of an interdisciplinary nature carried out in four different secondary education centres. The nexus of the union of these didactic proposals is that of looking at values in sport and the critical capacity of the students from distinct perspectives: violence, mass media, politics and gender and the treatment of body in our society