ABSTRACT
BACKGROUND: Academic achievement (AA) is an important issue not only during the school period since it is a strong predictor of long-term professional and social success. Physical fitness (PF) components are associated with AA, and previous studies were conducted with relatively small samples, lack of statistical power, and the conclusions are based on simple correlational analyses. The objective of this study was to analyze the association between PF (single and clustered) with AA in a large and representative sample of high school students. METHODS: Cross-sectional design study conducted with 911 students, aged 13-15 years (38.52% boys) enrolled in the first year of high school. Cardiorespiratory fitness (20-m shuttle run test), muscular strength (dynamometer), and body composition (skinfolds) were measured. PF components were clustered (Z-cardiorespiratory fitness + Z-muscular strength - Z-body fatness). AA was analyzed through standard math tests. Hierarchical linear regression analysis was applied to verify the independent contribution of each single component and PF's cluster on AA. Age, screen time, maternal education, race, and type of residence were used as covariates. RESULTS: Among boys, cardiorespiratory fitness was negatively associated with AA (ß = -0.137; P = .041), while strength was positively associated with AA (ß = 0.188; P = .004). There was no association between clustered PF indicators and AA (ß = 0.064; P = .297). There was a negative association between age and AA in girls (ß = -0.151; P = .003) and in boys (ß = -0.128; P = .045). CONCLUSIONS: These results support current literature, indicating an association between PF's component, namely muscular strength and AA (mathematics) in adolescents, even when controlled for several covariates.
Subject(s)
Academic Success , Cardiorespiratory Fitness , Male , Adolescent , Female , Humans , Cross-Sectional Studies , Exercise , Physical Fitness , StudentsABSTRACT
O objetivo deste estudo foi investigar o ensino da dança como conteúdo na disciplina curricular Educação Física em escolas estaduais da cidade de Recife. Trata-se de uma pesquisa de campo, com base na Hermenêutica-Dialética, de caráter descritivo e qualitativo. Segundo os resultados, a maioria dos professores vem ensinando dança como conteúdo na referida disciplina. Desta maneira,se reconhece que a dança está, aos poucos, sendo utilizada na Educação Física Escolar como conteúdo de ensino. Portanto, acredita-se que é pela perspectiva da sensibilização, e buscando o conhecimento através da Formação Continuada, que os professores conseguirão superar asdificuldades e ajudarão os estudantes a conquistarem uma opinião reflexiva e autônoma sobre este conteúdo.
This study aims at investigating the teaching of dance as a content in Physical Education curricularsubject from state public schools in Recife-PE. This is a hermeneutic, dialectic, descriptive, and qualitative field research. According to research outputs, most teachers have been teaching dance as a content in that subject. Thus, researchers have realized that dance is gradually being used inschool Physical Education as a teaching content. Therefore, they have come to the conclusion that within the perspective of awareness and by seeking knowledge through continuing education, teachers will be able to overcome difficulties and help students achieve a reflective and autonomousopinion on this content.
El objetivo del estudio fue investigar la enseñanza de la danza como contenido en la asignatura curricular Educación Física en las escuelas estatales de la ciudad de Recife. Se trata de unainvestigación de campo, basada en la Hermenéutica-Dialéctica, de carácter descriptivo y cualitativo. Según los resultados, la mayoría de los profesores viene enseñando danza como contenido de la Educación Física. De esta manera, se reconoce que la danza está, a menudo, siendo utilizada en laEducación Física escolar como contenido de enseñanza. Por lo tanto, creemos que con esta perspectiva de sensibilización, y la búsqueda del conocimiento a través de la Formación Continúa, que los profesores conseguirán superar las dificultades y ayudarán sus alumnos a conquistaren una opinión reflexiva y autónoma de lo contenido.
