Promoting active and healthy lifestyles at school. Views of students, teachers, and parents in Portugal.

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Autor/inn/en	Costa, Francisco Carreiro da; Marques, Adilson
Titel	Promoting active and healthy lifestyles at school. Views of students, teachers, and parents in Portugal.
Quelle	Aus: Hardman, Ken (Hrsg.); Green, Ken (Hrsg.): Contemporary issues in physical education. International perspectives. Maidenhead: Meyer & Meyer Sport (2011) S. 249-268 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-1-84126-312-0
Schlagwörter	Clusteranalyse; Einstellung (Psy); Eltern; Lehrer; Schüler; Aktivität; Bewegungsmangel; Gesundheitsförderung; Bewegungsverhalten; Sportpädagogik; Sportunterricht; Lebensführung; Portugal
Abstract	The proportion of young children and adolescents showing low levels of Physical Activity (PA) is a cause of some concern. The problem is particularly marked among girls, disabled students and those from lower socio-economic groups. Moreover, because PA habits developed early in life may persist into childhood, adequate participation in PA during childhood and adolescence may also be critical in the prevention of obesity and chronic disease in later life. It should also be emphasized that children and adolescents with physical and cognitive disabilities have a higher prevalence of overweight compared with their non-disabled peers. Low levels of PA are a cause of the rapid rise of over-weightness and obesity among young people, together with poor dietary choices. These behaviours are influenced by many sectors of society, including families, community organizations, health care providers, faith-based institutions, government agencies, the media and schools. None of these sectors can alone solve the childhood obesity epidemic; whatever, it is unlikely to be solved without strong school-based policies and programmes. The issue here is whether schools have built up an educational climate able to promote the practise of PA, in and through PE, for all students. Research examining PE classes, has consistently shown that students spend a limited amount of time engaged in moderate-to-vigorous PA (MVPA). Moreover, studies concerned with the impact of PE on the practice of PA show that the former is not especially successful in PA facilitation. Additionally, studies evaluating what students are learning in PE, suggest that students lack knowledge about the relationship between PA and health, and how to self-manage their own PA. Knowledge and conceptions of fitness concepts were found to be narrow, vague, and often inaccurate among students at all educational levels, (i.e., in elementary and secondary schools and further education). Furthermore, PE teachers demonstrate a limited knowledge about how to achieve the objectives of health-related PE. The congruence of these findings strongly supports the opinion of those who argue that many PE programmes are inadequate in educating young people physically. It is important to ascertain what students know and what they can do on completion of their education. Part of being a "physically educated person" includes being physically fit, as well as knowing and valuing the benefits of a physically active lifestyle. While knowledge per se is probably not enough to change behaviours, improving and developing mastery of health-related fitness knowledge might be a first step in the establishment of healthy PA behaviours. The specific purposes of this study were: 1. To determine the lifestyle of children and youths from different socio-economic groups, as well as their attitudes toward school, PE, and the practise of PA; their personal perceptions of health and competency, practise of PA, and achievement goal orientation; and students' perceptions of the practise of PA of their parents (father and mother). 2. To determine the lifestyle of teachers of all school subjects, and their perceptions about both the value of PE and the aims of PE in the school curriculum; to describe teachers' perceptions about health, past experiences in PE, and about the amount of PA they practise. 3. To determine parents' lifestyle (father and mother) and their perceptions of health, past experience in PE, the value of PE in the school curriculum and the aims of PE; to know parents' perceptions about the quantity of PA they perform and about the quantity of PA their sons/daughters practise. 4. To analyse (and characterise) the relationships between students' attitudes towards PE, the students' and parents' lifestyle concerning physical activities, the parents' past experience in PE, and the students' and parents' views regarding PE. 5. To characterise teachers' views regarding PE taking into account their past experience in PE. One thousand and six hundred and forty two students (835 male, 807 female) from fifth to twelve grade levels (ages ranging from 10 to 18 years old) of six "Basic" and Secondary schools participated in the study (170 in grade 5; 349 in grade 6; 308 in grade 7; 121 in grade 8; 177 in grade 9; 203 in grade 10; 132 in grade 11; and 182 in grade 12). Parents of the students (n=2462; 1056 fathers and 1406 mothers) participated as did the students' teachers (n=294; 75 male; 219 female; and comprising 40 PE teachers and 254 other subject teachers). Aus dem Text.
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2015/4