A systematic review of the effects of nutrition programmes in high schools

Introduction/Objectives: Obesity rates are reaching alarming levels. Adolescence is a critical period for the prevention of nutritional problems, as it is a time of development of one's own eating habits. These habits will persist into adulthood, so showing adolescents healthy lifestyle patterns is important. The ideal option would be through school-based nutrition intervention programmes. The main objective of this article is to investigate the effectiveness of intervention programmes based on nutritional knowledge and the behaviour of adolescents aged 11-19 years. Method: To carry out this systematic review we employed Scopus, PubMed, and Web of Science as databases and a search period that spanned the last 10 years, following the PRISMA statement. Subsequent to the search, 110 articles were found. Finally, 19 articles were selected for in-depth analysis after a thorough screening. Results: The results show that, in general, intervention programmers have improved the nutritional knowledge of high school students, which means an improvement in their eating behaviours. In addition, these programmes increase their levels of physical activity. However, gender differences are observed, with girls being more concerned about maintaining a balanced diet. Conclusion: In conclusion, schools are an ideal environment for developing programmes that interfere in adolescent eating behaviour.

Introducción/Objetivos: Las tasas de obesidad están alcanzando niveles alarmantes. La adolescencia es un periodo crítico para la prevención de problemas nutricionales, ya que es un momento de desarrollo de los propios hábitos alimentarios. Estos hábitos permanecerán en la edad adulta, por lo que es importante mostrarles a los adolescentes patrones de estilo de vida saludable. La opción ideal sería a través de programas de intervención nutricional en las escuelas. El objetivo principal de este artículo es investigar la efectividad de los programas de intervención basados en el conocimiento y comportamiento nutricional en adolescentes de 11 a 19 años. Métodos: Para llevar a cabo esta revisión sistemática utilizamos como bases de datos Scopus, PubMed y Web of Science y un periodo de búsqueda que abarcó los últimos diez años, siguiendo la declaración Prisma. Después de la búsqueda, se encontraron 110 artículos. Finalmente, 19 artículos fueron seleccionados para un análisis en profundidad después de una revisión exhaustiva. Resultados: Los resultados muestran que, en general, los programas de intervención han mejorado los conocimientos nutricionales de los estudiantes de secundaria, lo que significa una mejora en sus conductas alimentarias. Además, estos programas aumentan sus niveles de actividad física. Sin embargo, se observan diferencias de género, estando las chicas más preocupadas por mantener una dieta equilibrada. Conclusiones: En conclusión, las escuelas son un ambiente ideal para el desarrollo de programas que interfieren en la conducta alimentaria de los adolescentes.

Mindfulness y promoción de la salud mental en adolescentes: efectos de una intervención en el contexto educativo / Effects of a mindfulness intervention in Chilean high schoolers

Background: Mindfulness has been conceptualized as paying attention to present moment experience in a non-judgmental manner, and the practice of developing that skill. Aim: To determine the impact of a mindfulness-based intervention on negative emotional states of anxiety, stress, and depression in Chilean high schoolers. Material and Methods: Eighty-eight teenagers aged 13 ± 0.6 years (46 females) were randomly assigned to a mindfulness group or a control (41 and 47, respectively). The mindfulness intervention consisted in eight weekly 45-minute sessions. A depression, anxiety, and stress scale (DASS-21) was applied at baseline, after the intervention, and at three and six-month follow-up. Results: There was a significant reduction in anxiety, depression, and general symptomatology in the experimental group compared to the control group. However, these changes were not sustained at follow-up. Conclusions: These preliminary results suggest the feasibility and effectiveness of a mindfulness intervention in Chilean schools as a strategy to reduce negative emotional states and prevent risk factors in adolescent population groups.

Competencias docentes interculturales del profesorado de educación física en Andalucía (España) / Intercultural competencies of physical education teachers in Andalusia, Spain / Competências docentes interculturais do professorado de educação física em Andaluzia (Espanha)

Resumen: El trabajo versa sobre qué otras competencias debería poseer el profesorado de Educación Física, de educación secundaria, que trabaja con alumnado inmigrante. Para dar respuesta al objetivo planteado adoptamos un diseño de investigación de tipo descriptivo, donde el enfoque de recolección y análisis de datos se ha definido como mixto, en el que se integran técnicas cualitativas (entrevistas en profundidad) y cuantitativas (cuestionario). Los resultados muestran que los docentes que trabajan con alumnado inmigrante poseen un alto nivel en la dimensión de conciencia y actitudinal, sin embargo, se ven claramente limitados en el ámbito de los conocimientos, lo que conlleva a una mayor carencia con respecto a las destrezas y habilidades. (AU)

Abstract: This work focuses on the additional competencies needed for secondary-level Physical Education teachers who work with immigrant students. We adopted a descriptive research design in which data collection and its analysis are defined as mixed, as we use both qualitative (in-depth interviews) and quantitative techniques (questionnaire). Results show that teachers who work with immigrant students have high levels in the attitudinal and awareness dimension. However, those teachers are clearly limited in the field of knowledge, therefore, lacking skills and abilities. (AU)

Resumo: O trabalho centra-se sobre quais outras competências deveria possuir o professorado de Educação Física, do ensino médio, que trabalha com alunos imigrantes. Para dar resposta ao objetivo planificado adotamos um desenho de investigação do tipo descritivo, em que o enfoque de recolha e o de análises de dados foram definidos como mistos, no qual se integram técnicas qualitativas (entrevistas em profundidade) e quantitativas (questionário). Os resultados mostram que os docentes que trabalham com estudantes imigrantes possuem um alto nível de dimensão de consciência e de atitude, porém, mostram-se claramente limitados no âmbito dos conhecimentos, o que traz consigo uma maior carência no que diz respeito às capacidades e habilidades. (AU)