Sustainable Experiences Applied in the Teaching of Physical Education

  1. Juan Carlos de la Cruz-Campos
  2. Carmen Rodríguez-Jiménez
  3. José Antonio Martínez-Domingo
  4. Blanca Berral-Ortiz
Zeitschrift:
Education, Sport, Health and Physical Activity (ESHPA): International Journal

ISSN: 2603-6789

Datum der Publikation: 2022

Ausgabe: 6

Nummer: 2

Seiten: 208-226

Art: Artikel

DOI: 10.5281/ZENODO.7346939 DIALNET GOOGLE SCHOLAR lock_openDIGIBUG editor

Andere Publikationen in: Education, Sport, Health and Physical Activity (ESHPA): International Journal

Zusammenfassung

Introdução: A industrialização e a tecnificação moderna da nossa sociedade favoreceram a génese de problemas globais. A Didáctica da Educação Física está a enfrentar sérios problemas de sustentabilidade. Há tendências cada vez mais fortes que pregam uma Educação Física que torna o comportamento motor sustentável, favorecendo a aprendizagem, procedimentos, avaliações, materiais e recursos que facilitam um comportamento sustentável e uma vida equilibrada e saudável. Apresentamos uma revisão sistemática das experiências educativas em programas de actividade física sustentável. Objectivos: Obter evidência científica sobre didáctica da educação física sustentável para crianças e adolescentes durante a presente década, comparar estudos que relacionam a educação física com práticas sustentáveis e determinar esforços de investigação para desenvolver padrões sustentáveis de educação física em crianças e adolescentes em idade escolar. Métodos: Os descritores de pesquisa utilizados foram: actividade física, infância, juventude, ambiente e sustentabilidade. Os registos foram limitados aos publicados em inglês, francês e espanhol entre Janeiro de 2010 e Dezembro de 2020. 11 estudos cumpriram os requisitos de revisão: 5 consideraram a sustentabilidade em relação a hábitos saudáveis, 4 estudaram programas de Educação Física sustentáveis e 2 avaliaram actividades de protecção da natureza. Resultados e discussão: com os artigos seleccionados apreciamos a necessidade de desenvolver uma nova didáctica juntamente com uma nova educação física sustentável, mas também um desporto sustentável eminentemente respeitoso com a pessoa, com os seus limites, que não corra riscos desnecessários e que realize práticas diárias com o objectivo de restaurar os danos causados, de cuidados, de descanso, para que o desportista, que tanto e tanto exige do seu corpo, aprenda a cuidar dele e a dar-lhe tudo o que precisa para que possa viver de forma pacífica, feliz e saudável. Conclusões: Na última década não existem estudos suficientes sobre a sustentabilidade da actividade física na juventude e na infância. Há falta de estudos sobre a actividade física responsável e tolerante e sobre o papel da mulher na juventude e na infância.

Bibliographische Referenzen

  • Armour, K., Sandford, R. y Duncombe, R. (2013). Positive youth development and physical activity/sport interventions: Mechanisms leading to sustained impact. Physical Education and Sport Pedagogy, 18(3), 256-281.
  • Belton, S., Woods, C., Dunning, C., y Meegan, S. (2010). The evaluation of a cooperating physical education teachers programme (COPET). European Physical Education Review, 16(2), 141-154. https://doi.org/10.1177/1356336X10381302
  • Benjamins, M. R., y Whitman, S. (2010). A culturally appropriate school wellness initiative: Results of a 2-year pilot intervention in 2 jewish schools. Journal of School Health, 80(8), 378-386. https://doi.org/10.1111/j.1746-1561.2010.00517.x
  • Bjørnarå, H. B., Torstveit, M. K., Stea, T. H. y Bere, E. (2017). Is there such a thing as sustainable physical activity? Scandinavian journal of medicine & science in sports, 27(3), 366-372.
  • Blinde, E. M., Taub, D. E., y Han, L. (1993). Sport participation and women's personal empowerment: Experiences of the college athlete. Journal of Sport and Social Issues, 17(1), 47-60.
  • Blinde, E. M., Taub, D. E., y Han, L. (1994). Sport as a site for women’s group and societal empowerment: Perspectives from the college athlete. Sociology of sport journal, 11(1), 51-59.
  • Browne, L.P., Garst, B.A. y Bialeschki, M.D. (2011). Engaging youth in environmental sustainability: Impact of the Camp 2 Grow program. Journal of Park and Recreation Administration, 29(3).
  • Brundtland, G. (1987). El desarrollo sostenible. Informe de la Comisión Mundial sobre el Medio Ambiente y Desarrollo. Asamblea General de las Naciones Unidas. Recuperado de: https://desarrollosostenible.wordpress.com/2006/09/27/informe-brundtland.
  • Cense, M., y Brackenridge, C. (2001). Temporal and developmental risk factors for sexual harassment and abuse in sport. European Physical Education Review, 7(1), 61-79. doi.org/10.1177/1356336X010071006
  • Chillón, P., Evenson, K. R., Vaughn, A. y Ward, D. S. (2011). A systematic review of interventions for promoting active transportation to school. International journal of behavioral nutrition and physical activity, 8, 10-17.
  • Dominick, G. M., Tudose, A., Pohlig, R. T., y Saunders, R. P. (2016). Sustainability of physical activity promoting environments and influences on sustainability following a structural intervention in residential children's homes. Health Education Research, 31(2), 207-219. https://doi.org/10.1093/her/cyw004
  • Drenowatz, C., Wartha, O., Fischbach, N. y Steinacker, J. M. (2013). Intervention strategies for the promotion of physical activity in youth. Dtsch Z Sportmed, 64, 170-175.
  • Erwin, H. E., Beighle, A., Morgan, C. F., y Noland, M. (2011). Effect of a low-cost, teacher-directed classroom intervention on elementary students' physical activity. Journal of School Health, 81(8), 455-461. https://doi.org/10.1111/j.1746-1561.2011.00614.x
  • Evans, M. S., Massey-Stokes, M., & Denson, K. (2018). Effectiveness of a required health-related fitness course on dietary behaviors among community college students. Journal of Health Education Teaching, 9(1), 1-13. Recuperado de https://search.proquest.com/scholarly-journals/effectivenessrequired-health-related-fitness/docview/2101388476/se-2?accountid=14542
  • Forneris, T. (2013). Project Nepal: The experience of implementing life skills programming in a developing country. In R. Schinke & R. Lidor (Eds.) Case studies in sport development: Contemporary stories promoting health, peace and social justice (pp.175–186). Fitness Information Technology: Morgantown, WV.
  • Forneris, T., Whitley, M. A. y Barker, B. (2013). The reality of implementing community-based sport and physical activity programs to enhance the development of underserved youth: Challenges and potential strategies. Quest, 65, 313–331.
  • Forneris, T., Whitley, M. A., & Barker, B. (2013). The reality of implementing community-based sport and physical activity programs to enhance the development of underserved youth: Challenges and potential strategies. Quest, 65(3), 313-331.
  • Gray, M.A. (1990) The united nations environment programme: An assessment. Environmental Law, 20(2), 291-319.
  • Green Cross (2019). Estrategia Nacional sobre Deporte y Sostenibilidad. Recuperado el 01 de septiembre de 2021 de http://greencross.org.es/proyectos/deporte-sostenible.
  • Hivner, E., Hoke, A., Francis, E., Ricci, T., Zurlo, C., y Kraschnewski, J. (2019). When a "one size" model doesn't fit all: The building healthy schools’ program. Journal of Physical Education, Recreation & Dance, 90(2), 8-16. doi.org/10.1080/07303084.2018.1546629
  • Lagardera, F. (2009) Educación Física Sostenible. Acción Motriz, 2, 28-38.
  • Larson, R.W. (2000) Toward a psychology of positive youth development. American Psychologist, 55(1), 170-183.
  • Lindsey, I. (2008). Conceptualising sustainability in sports development. Leisure Studies, 27, 279–294. https://doi.org/10.1080/02614360802048886
  • Moher, D., Liberati, A., Tetzlaff, J., Altman, D.G., The PRISMA Group, (2009), Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. PLoS Medicine, 6(7): e1000097. https://doi.org/10.1371/journal.pmed.1000097
  • Naciones Unidas (25 de septiembre de 2015). Objetivos de Desarrollo Sostenible. La asamblea general adopta la Agenda 2030 para el Desarrollo Sostenible Sostenible. https://www.un.org/sustainabledevelopment/es/2015/09/la-asamblea-general-adopta-la-agenda-2030-para-el-desarrollo-sostenible/
  • National Heart, Lung, and Blood Institute (01 de julio de 2021). Quality assessment tool for observational cohort and cross-sectional studies. Bethesda: National Institutes of Health, Department of Health and Human Services, 103-111. Recuperado el 01 de septiembre de 2021 de https://www.nhlbi.nih.gov/health-topics/study-quality-assessment-tools.
  • Osborne, R. (2012). Physical education in the decade of education for sustainable development: a study with Brazilian physical education teachers and educators. Human Movement, 13(3), 280-287.
  • Ramos, S., Vale, S., Pinto, A., Rodrigues, P., y Barbot, A. (2020). Sustainability and healthy habits in school: Eating and physical activity. International Journal of Curriculum and Instruction, 12, 1-15.
  • Schusler, T. M. y Krasny, M. E. (2010). Environmental action as a context for youth development. The Journal of Environmental Education, 41(4), 208-223.
  • Tarantola, D. (2005). Global Health and National Governance. American Journal of Public Health, 95(1), 8.
  • UNESCO (2021). Carta de la Tierra. Recuperado el 1 de septiembre de 2021 de https://cartadelatierra.org
  • Usher, K., Bhullar, N., Phil, M., Durkin, J., Gyamfi, N. y Jackson, D. (2020). Family violence and COVID‐19: Increased vulnerability and reduced options for support. International Journal of Mental Health Nursing, 29, 549-552. doi.org/10.1111/inm.12735
  • Villa-González, E., Barranco-Ruiz, Y., Evenson, K. R. y Chillón, P. (2018). Systematic review of interventions for promoting active school transport. Preventive medicine, 111, 115-134.
  • Webster, C. A., Beets, M., Weaver, R. G., Vazou, S. y Russ, L. (2015). Rethinking recommendations for implementing comprehensive school physical activity programs: A partnership model. Quest, 67(2), 185-202.
  • Whitley, M. A., Forneris, T. y Barker, B. (2015). The reality of sustaining community-based sport and physical activity programs to enhance the development of underserved youth: Challenges and potential strategies. Quest, 67(4), 409-423.
  • Zimmerman, M. A. (2000). Empowerment theory. In Handbook of community psychology (pp. 43-63). Springer, Boston, MA.
Fuente de los datos: Dialnet