Niveles 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
Quiñones Larrota, Monica
Adriano Akira, Ferreira
Abstract: 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.