Digital technology in national curricula: a dialogue among Iberoamerican countries.

Introduction: In today's world, digital technologies have become pervasive, impacting every aspect of our lives. Even in subjects such as Health and Physical Education (HPE), which traditionally emphasizes experiential, active, and corporeal learning, there is a growing interest in the role and influence of new technologies. These technologies not only have the potential to transform human movement and health cultures, but they also offer valuable tools to facilitate teachers' work and enhance student learning. Considering the context of the Research Network on Interactive Digital Didactic Materials, which includes researchers from Iberoamerican countries, this research examines how media and digital technologies are considered in the official Physical Education and curriculum documents from Brazil, Uruguay, Chile, Colombia, and Spain. Methods: The research comprises a content analysis of official National Curricular Proposals of the selected countries. Considering the specificities of each country to publish their curricula policies, we selected eight different documents from five countries (Brazil, Uruguay, Spain, Colombia, and Chile). We looked for indicators expressed by terms such as "media," "digital culture," and "technology" in the documents, all of them related to Physical Education. Results: The findings show arguments and proposals for using technology in Physical Education in all documents. However, the curricula trigger this theme in different forms, as an autonomous or transversal character integrated into subjects such as HPE. This fact may be highlighted by the goals of learning areas, which sometimes trigger teaching themes through technology. Discussion: Under the Media-Education theory lens, we argue that there is no standard for educational investment in curricula in media and technology. Some documents point to the technology use dimension, while others point to the critical or productive dimension that technology makes possible. The literature highlights the need for an organic approach between these dimensions, and educators and policymakers are asked to rethink their curriculum proposals.

Teachers' conceptions about approaches of activities in nature in the physical education classroom / Concepções dos professores sobre a abordagem das atividades na natureza na aula de educação física

ABSTRACT The objective is to understand the conceptions that Physical Education teachers have about Activities in Nature (ACN) that occur in the school context. The research is based on the interpretive paradigm with qualitative methodology, in which a semi-structured interview was applied to 12 high school Physical Education teachers in the city of Talca-Chile. The results indicate that these activities, among other things, contribute to a greater environmental awareness on the part of students, enabling the realization of different bodily practices in the natural environment. It is concluded that teachers need more training in the area, as the ACN become a pedagogical strategy that privileges autonomy, reflection and the development of values, fundamental issues for the integral development of young people and adolescents.

RESUMO O objetivo é compreender as concepções que os professores de Educação Física têm sobre as Atividades em Contato com a Natureza (ACN) que ocorrem no contexto escolar. A pesquisa se baseia no paradigma interpretativo com metodologia qualitativa, em que foi aplicada uma entrevista semiestruturada a 12 professores de Educação Física do ensino médio da cidade de Talca-Chile. Os resultados indicam que essas atividades, entre outras coisas, contribuem para uma maior consciência ambiental por parte dos alunos, possibilitando a realização de diferentes práticas corporais no ambiente natural. Conclui-se que os professores necessitam de maior formação na área, visto que as ACN tournarm-se uma estratégia pedagógica que privilegia a autonomia, a reflexão e o desenvolvimento de valores, questões fundamentais para o desenvolvimento integral de jovens e adolescentes.

Motivations for entering a physical education teacher training program in Chile / Motivações para incursão em um curso superior de educação física no Chile

ABSTRACT Physical education teacher training programs in Chile have a high demand for enrollment and is recognized as one of the attractive professions for young people. The purpouse of this study is to know the reasons that lead young Chileans to choose the physical education teacher training program at a regional university, in the Maule region, Chile. The research was a mixed sequential one, since it was characterized by a first stage, where quantitative data were collected and analyzed, followed by another, where qualitative data were collected and interpreted. At the quantitative part of the study 146 students (54 female and 89 male) answered a questionnaire, and at the qualitative part 6 students (3 men and 3 women) participated in a focus group interview. Previous participation in sport, interest related to a physically active lifestile, and the pleasure of teaching are shown in the results. As conclusions, the students choose to enroll in a physical education teaching program motivated by previous sports and physical activity experiences, and the desire to teach values through sport.

RESUMO Os programas de formação de professores de educação física no Chile têm uma grande demanda por matrículas, e a profissão é reconhecida como uma das mais atrativas para os jovens. A proposta deste estudo é conhecer os motivos que levam jovens chilenos a escolherem o programa de formação de professores de educação física em uma universidade regional, na região de Maule, Chile. A pesquisa foi sequencial mista, pois se caracterizou por uma primeira etapa, onde foram coletados e analisados dados quantitativos, seguida de outra, onde os dados qualitativos foram coletados e interpretados. Na etapa quantitativa do estudo 146 alunos (54 mulheres e 89 homens) responderam a um questionário e na etapa qualitativa 6 alunos (3 homens e 3 mulheres) participaram de uma entrevista de grupo focal. A participação anterior em esportes, o interesse relacionado ao estilo de vida fisicamente ativo e o prazer de ensinar são mostrados nos resultados. Como conclusões, os alunos optam por se matricular em um programa de ensino de educação física motivados por experiências anteriores de esportes e atividades físicas, e o desejo de ensinar valores por meio do esporte..

Percepciones de profesores en formación sobre las prácticas pedagógicas supervisadas de educación física / Perceptions of teachers in training on the supervised physical education pedagogical practices

La práctica pedagógica supervisada (PPS) es un momento en que los estudiantes se enfrentan directamente con la realidad que tendrán en sus futuras actividades profesionales y se convierte en un espacio formativo en el que los futuros profesores desarrollan acciones pedagógicas en situaciones de la vida real. El objetivo de este estudio fue conocer las percepciones de profesores en formación de una universidad regional del sur de Chile sobre su proceso de formación práctica. Es una investigación de tipo cuantitativa donde participaron 95 profesores en formación. Los profesores en formación valoran los espacios de formación práctica, pero visualizan distanciamiento entre lo que se enseña en clases en la universidad y la realidad escolar

Supervised pedagogical practice (SPP) is a time when students face directly the reality they will have in their future professional activities, and becomes a training space in which future teachers can develop their pedagogical actions in real life situations. The aim of this study was to know the perceptions of professors in training from a regional university in southern Chile about their practical training process. It is a quantitative research where 95 teachers in training participated. Teachers in training value practical training spaces, but visualize a distance between what was taught in classes at the university and school reality

Competency based physical education teacher training: the case of a chilean university / Formação por competências de profesores de educação física: o caso de uma universidade chilena

ABSTRACT In Chile, the training of physical education teachers has traditionally been based on hygienist models, within the bio-metric paradigm. Due to the social changes and the needs of the country, the implementation of reflective models of professional practice in the teacher training programs in Physical Education is encouraged. At the Universidad Católica del Maule (UCM), the model of professional competences in the Physical Education program is developed, in which the possible domains of development are determined by identifying the minimum knowledge articulated transversally by performing vertical adjustments through the different semester modules throughout the formative itinerary. This proposal has been placed as a success, but the work by competencies still lacks more didactic coordination and curricular adjustments, and a continuous review, a, situation that is normal in any vocational training proposal.

RESUMO No Chile, a formação de professores de educação física tem sido tradicionalmente baseada em modelos higienistas, dentro do paradigma biométrico. Devido às mudanças sociais e às necessidades do país, é incentivada a implantação de modelos reflexivos de prática profissional na capacitação de professores em Educação Física. Na Universidade Católica de Maule (UCM), é desenvolvido o modelo baseado em competências profissionais na formação de professores de Educação Física, no qual os possíveis domínios de desenvolvimento são determinados identificando o conhecimento mínimo articulado de forma transversal realizando ajustes verticais por meio dos diferentes módulos semianuais e horizontais ao longo do itinerário formativo. Esta proposta tem se colocado como de sucesso, mas o trabalho por competências ainda carece de maior entrosamento didático e ajustes curriculares, fato este normal dentro de qualquer proposta de formação profissional, ou seja, a revisão continuada.

[An equation to predict maximum oxygen consumption from the six-minute walk test in healthy young adults]. / Ecuación para predecir el consumo máximo de oxígeno a partir de la prueba de caminata de seis minutos en jóvenes sanos.

BACKGROUND: The six-minute walk test (SMWT) is an easy-to-use test that measures walking distance. AIM: To elaborate an equation to estimate the maximum oxygen consumption (VO2 max) using the results of the SMWT. MATERIAL AND METHODS: Forty men and 40 women aged 22.5 ± 2 years, underwent a SMWT to measure the total walked distance and the recovery heart rate (RhR) Also, VO2 max was estimated from the maximal workload achieved in a cyclo-ergometer using the Storer test. A multivariate regression analysis resulted in a prediction equation that was validated with distributional assumptions of normality, independence and homoscedasticity. The limits of concordance of the predictive model were checked with the Bland-Altman diagram. RESULTS: Body mass index (BMI), sex, RhR and total walked distance explained VO2 max variance by 3.4, 73.1, 17.9 and 32.8%, respectively. The prediction equation achieved was VO2 max (ml.min-1) = -3672.585 + (966.472 × Sex [1: female, 2: male]) + (-18.492 X RhR [beats.minute-1]) + (9.191 X Distance [m]) + (87.707 × BMI). The R2 of the equation was 0.91 (p < 0.01). CONCLUSIONS: This equation predicts VO2 max in Chilean university students according to sex, BMI, cardiovascular response and performance in the SMWT.

Ecuación para predecir el consumo máximo de oxígeno a partir de la prueba de caminata de seis minutos en jóvenes sanos / An equation to predict maximum oxygen consumption from the six-minute walk test in healthy young adults

Background: The six-minute walk test (SMWT) is an easy-to-use test that measures walking distance. Aim: To elaborate an equation to estimate the maximum oxygen consumption (VO2 max) using the results of the SMWT. Material and Methods: Forty men and 40 women aged 22.5 ± 2 years, underwent a SMWT to measure the total walked distance and the recovery heart rate (RhR) Also, VO2 max was estimated from the maximal workload achieved in a cyclo-ergometer using the Storer test. A multivariate regression analysis resulted in a prediction equation that was validated with distributional assumptions of normality, independence and homoscedasticity. The limits of concordance of the predictive model were checked with the Bland-Altman diagram. Results: Body mass index (BMI), sex, RhR and total walked distance explained VO2 max variance by 3.4, 73.1, 17.9 and 32.8%, respectively. The prediction equation achieved was VO2 max (ml.min−1) = −3672.585 + (966.472 × Sex [1: female, 2: male]) + (-18.492 X RhR [beats.minute−1]) + (9.191 X Distance [m]) + (87.707 × BMI). The R2 of the equation was 0.91 (p < 0.01). Conclusions: This equation predicts VO2 max in Chilean university students according to sex, BMI, cardiovascular response and performance in the SMWT.