Comportamentos ativos e sedentários durante o período de permanência na escola
Arquivos
Data
2012-03-27
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Universidade Federal de Viçosa
Resumo
O ambiente escolar é fundamental no alcance das recomendações diárias de 60 minutos de atividades físicas moderadas a vigorosas (AFMV) para escolares, por estimular comportamentos ativos principalmente nos recreios e nas aulas de Educação Física (AEF). Identificar a contribuição do sexo, da rede de ensino e do Índice de Massa Corporal (IMC) nos comportamentos ativos e sedentários durante o período de permanência na escola, principalmente no alcance das recomendações de AFMV para este grupo etário. Avaliou-se 150 escolares (80 meninas e 70 meninos) com 10 anos de idade (5º ano do Ensino Fundamental) em Viçosa-MG. Mensurou-se a massa corporal e a estatura, além da quantidade de movimentos realizados a cada 5 segundos durante o período de permanência na escola ao longo de 5 dias consecutivos através do acelerômetro ActiGraphGT3X. Classificou-se os movimentos como sedentários (≤100contagem/min), leves (entre 101 e 2295contagem/min), moderados (entre 2296 e 4011contagem/min) e vigorosos (≥4012contagem/min). Para análise dos dados utilizou-se a estatística descritiva para os dados gerais, teste t de Student para amostras independentes a fim de avaliar eventuais diferenças entre os sexos e regressão linear para verificar a contribuição do sexo, rede de ensino e IMC, às diferentes intensidades de atividades físicas e ao tempo engajado em AFMV em diferentes momentos do período de permanência na escola. O sexo foi considerado como variável preditora da realização de atividades físicas sedentárias, moderadas, vigorosas e moderadas a vigorosas. Entretanto, a rede de ensino foi associada apenas as atividades físicas leves e o IMC as atividades leves e vigorosas. Durante o tempo ativo e sentado em sala de aula, considerou-se como preditoras do tempo de AFMV as variáveis sexo e rede de ensino. Os meninos praticaram, em média, 5,84±1,19 e 1,41±0,49 minutos a mais de AFMV no período de tempo ativo (p<0,001) e sentado em sala de aula (p<0,01), respectivamente, e os escolares da rede privada de ensino praticaram, em média, 2,62±1,33 e 1,79±0,59 minutos a mais de AFMV durante o tempo ativo (p<0,01) e sentado em sala de aula (p<0,01), respectivamente. O sexo foi determinante no tempo engajado em AFMV tanto nos recreios (p<0,001) como nas AEF (p<0,01). As contribuições as recomendações de AFMV no período de permanência na escola, nos tempos ativo e sentado em sala de aula, nos recreios e nas AEF foram de aproximadamente 10, 11, 4, 3 e 8 minutos, respectivamente. Os meninos foram mais ativos e menos sedentários que as meninas, principalmente no tempo engajado em AFMV em todos os momentos avaliados. Os alunos das escolas privadas se envolveram durante um tempo maior em atividades leves durante o período de permanência na escolar e AFMV no tempo ativo e sentado em sala de aula. Já o IMC evidenciou associação inversa com as atividades vigorosas e, direta com as leves no período de permanência na escola. As contribuições das recomendações de AFMV para crianças e adolescentes atingiram baixos índices no período de permanência na escola (16%), nos tempos ativo (18%) e sedentário (6%), e nos recreios (5%) e nas AEF (13%).
The school environment is essential in achieving the daily recommendations of 60 minutes from moderate to vigorous physical activities (MVPA) for schoolchildren, by stimulating active behaviors during recess and in physical education classes (PEC). Identify the contribution of sex, teaching network and body mass index (BMI) in the active and sedentary behaviors during the period of staying in school, particularly in the reach of MVPA recommendations for this age group. We evaluated 150 schoolchildren (80 girls and 70 boys) at the age of 10 (5th grade of elementary school) in Viçosa-MG. We measured body mass and height, besides the amount of movements performed in each 5 seconds during the period of staying in school over the course of 5 consecutive days, with the accelerometer ActiGraphGT3X. The movements were classified such as sedentary (≤ 100counts/min), light (between 101 and 2295counts/min), moderate (between 2296 and 4011counts/min) and vigorous (≥ 4012counts/min). For the data analysis, we used descriptive statistics for general data, Student's t test for independent samples to evaluate occasional differences between the sexes and linear regression to verify the contribution of sex, teaching network and BMI, to different intensities of physical activities and time engaged in MVPA at different times of staying in the school. The sex was considered a predictor variable of sedentary, moderate, vigorous and moderate to vigorous physical activities. However, the teaching network was associated only to the light physical activities and BMI activities light and vigorous. During the active and seated in the classroom times, it was considered as predictors of MVPA time the variables sex and teaching network. The boys practiced, on average, 5,84±1,19 and 1,41±0,49 minutes more MVPA during active (p <0,001) and seated in the classroom times (p <0,01) respectively, and that the private schools schoolchildren practiced, on average, 2,62±1,33 and 1,79±0,59 minutes over MVPA during the active (p <0,01) and seated in classroom times (p <0,01), respectively. The sex was a determinant factor in the time engaged in MVPA during recess (p <0,001) as the PEC (p <0,01). MVPA contributions in the period of staying in the school, active and seated in the classroom times, during recess and the PE were approximately 10, 11, 4, 3 and 8 minutes respectively. The boys were more active and less sedentary than girls, especially in time engaged in MVPA at all moments evaluated. Private schools students were engaged for a greater time in light activities during the period of staying in the school and in MVPA active and seated in the classroom times. The BMI evidenced an inverse association with vigorous activities, and direct with the light in the period of staying in the school. The MVPA recommendations contributions for children and teenagers reached low levels during the period of staying in the school (16%), in the active (18%) and sedentary times (6%) and recess (5%) and PEC (13%).
The school environment is essential in achieving the daily recommendations of 60 minutes from moderate to vigorous physical activities (MVPA) for schoolchildren, by stimulating active behaviors during recess and in physical education classes (PEC). Identify the contribution of sex, teaching network and body mass index (BMI) in the active and sedentary behaviors during the period of staying in school, particularly in the reach of MVPA recommendations for this age group. We evaluated 150 schoolchildren (80 girls and 70 boys) at the age of 10 (5th grade of elementary school) in Viçosa-MG. We measured body mass and height, besides the amount of movements performed in each 5 seconds during the period of staying in school over the course of 5 consecutive days, with the accelerometer ActiGraphGT3X. The movements were classified such as sedentary (≤ 100counts/min), light (between 101 and 2295counts/min), moderate (between 2296 and 4011counts/min) and vigorous (≥ 4012counts/min). For the data analysis, we used descriptive statistics for general data, Student's t test for independent samples to evaluate occasional differences between the sexes and linear regression to verify the contribution of sex, teaching network and BMI, to different intensities of physical activities and time engaged in MVPA at different times of staying in the school. The sex was considered a predictor variable of sedentary, moderate, vigorous and moderate to vigorous physical activities. However, the teaching network was associated only to the light physical activities and BMI activities light and vigorous. During the active and seated in the classroom times, it was considered as predictors of MVPA time the variables sex and teaching network. The boys practiced, on average, 5,84±1,19 and 1,41±0,49 minutes more MVPA during active (p <0,001) and seated in the classroom times (p <0,01) respectively, and that the private schools schoolchildren practiced, on average, 2,62±1,33 and 1,79±0,59 minutes over MVPA during the active (p <0,01) and seated in classroom times (p <0,01), respectively. The sex was a determinant factor in the time engaged in MVPA during recess (p <0,001) as the PEC (p <0,01). MVPA contributions in the period of staying in the school, active and seated in the classroom times, during recess and the PE were approximately 10, 11, 4, 3 and 8 minutes respectively. The boys were more active and less sedentary than girls, especially in time engaged in MVPA at all moments evaluated. Private schools students were engaged for a greater time in light activities during the period of staying in the school and in MVPA active and seated in the classroom times. The BMI evidenced an inverse association with vigorous activities, and direct with the light in the period of staying in the school. The MVPA recommendations contributions for children and teenagers reached low levels during the period of staying in the school (16%), in the active (18%) and sedentary times (6%) and recess (5%) and PEC (13%).
Descrição
Palavras-chave
Escolares, Atividade física, Acelerometria, School, physical activity, accelerometry
Citação
DOMINGUES, Sabrina Fontes. Active and sedentary behaviors during the period of staying in school. 2012. 110 f. Dissertação (Mestrado em Aspectos sócio-culturais do movimento humano; Aspectos biodinâmicos do movimento humano) - Universidade Federal de Viçosa, Viçosa, 2012.