Efeitos da aplicação do “kidiário” e dos Clubes de Protagonismo nas aulas de educação física sobre parâmetros de saúde de estudantes do ensino fundamental

• Ano de defesa: 2024
• Autor(a) principal: Almeida, Lizia Kelle dos Santos
• Orientador(a): Campbell, Carmen Silvia Grubert
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Católica de Brasília
• Programa de Pós-Graduação: Programa Stricto Sensu em Educação Física
• Departamento: Escola de Educação, Tecnologia e Comunicação
• País: Brasil
• Palavras-chave em Português: Educação física; Saúde; Protagonismo juvenil
• Palavras-chave em Inglês: Physical education; Health; Youth protagonism
• Área do conhecimento CNPq: CNPQ::CIENCIAS DA SAUDE::EDUCACAO FISICA
• Link de acesso: https://bdtd.ucb.br:8443/jspui/handle/tede/3459

The aim of this study was to evaluate the impact of an 8-week intervention using the "KIDiário" health education tool and/or Protagonism Clubs in physical education classes on health parameters and changes in habits in elementary school children. Ninety students from the 6th to 9th year of elementary school at Escola Estadual João Sato - MT agreed to take part in the study, but 60 actually started, and were divided into 2 groups: the "KIDiário" Group (GK; n=30) who took part in the "KIDiário" intervention; and the "KIDiário" + Protagonism Club Group (GKCP; n=30) who took part in the "KIDiário" intervention and also the Protagonism Clubs (CP) during 8 weeks of intervention in physical education classes. The GKCP group included students who had opted for the same sport. The Physical Activity Level Assessment Questionnaire (NAF) and Sedentary Behavior Questionnaire (MILITÃO, 2013), physical fitness assessments, anthropometry, blood pressure and 1-min abdominal (RML), 2kg medicine ball throw (RMS), and cardiorespiratory fitness (6-min run) tests (PROESP, 2021) were applied pre and postintervention. The Shapiro-Wilk normality test, ANOVA and Student and Wilcoxon T-tests for normal data, and Kruskall-Walis for non-normal data were used to analyze the data. The results showed improvements in physical fitness after the intervention in both groups in the RML (GK: 18.2±10.2 vs 26.8±10.9, p= 0.008 n=11; GKCP: 29.1±3.5 vs 36.1±5.8, p=0.008, n=10), in the RMS test (GK: 4.0±0.7 vs 4.4±0.9m, p= 0.03; GKCP: 4.2±1.0 vs 4.7±1.4m, p=0.009), and in the 6-min run test (GK: 756.1±209.1 vs 857.6±190.8m, p=0.001; GKCP: 1016.4±184.0 vs 1162.1±220.6m, p=0.0004), pre vs post intervention respectively. In the quality of life habits (KIDiary), there was an increase in the consumption of vegetables in the GKCP (17.5±23.3 vs 32.0±25.9; p= 0.05), and a significant reduction in the score for the consumption of harmful foods in both groups after the intervention (GK: 40.9±19.3 vs 6.8±9.8, p=0.007; GKCP 26.0±30.3 vs 3.5±4.1, p=0.03). A difference was only observed in the intra-group level of physical activity at school (NAFE) when comparing pre- and post-intervention (GK: 127.9±93.8 vs 221.5±105.8METs/sem, p=0.005; GKCP: 231.1±53.6 vs 297.7±66.5METs/sem, p=0.02). Although both groups significantly improved their results in the MLR and 6-min run tests after the intervention, a difference was observed between the groups both pre and post, this difference being greater between the groups post intervention (difference pre MLR: 23.38±9.43; p=0.014 vs difference post: 30.95±9.88; p=0.037), and (difference pre 6-min run: 880.0±234m; p=0.007 vs difference post: 1002.66±253.7m, p=0.003). There was a significant difference in the KIDiary record between the groups in terms of fruit consumption in the pre-intervention and total KIDiary, with higher values for the KG (pre-fruit difference between the groups: 40.5±20.5 p=0.008) and (pre KIDiary total score: 278.5±68.0 p=0.02). However, these differences were not maintained post-intervention. In relation to the KIDiário record of physical activity, there was a significant difference for the GKCP in relation to the GK in the pre and post moments (Pre=39.5±23.4 p=0.028 vs Post=44.0±18.5 p=0.0003). As for the level of physical activity, in the NAFE variable there was a significant difference in the GKCP at the pre-intervention moment (difference pre: 177.07±92.1METs p=0.026). However, this difference was not maintained post-intervention. The differences observed in the physical fitness indicators between the groups suggest that taking part in the protagonism club in the GKCP resulted in a greater increase in physical fitness in the MLR and cardiorespiratory fitness in the 6-min run in the post-intervention compared to the GK. The results indicate that the KIDiário induced positive changes in eating habits, with an increase in fruit consumption in the GKPC and an increase in the students' level of physical activity, and a decrease in the consumption of harmful foods in both groups. It can be concluded that the "KIDiário" and "Clube de Protagonismo" tools used for health education at school, together or separately, were considered effective in promoting a 13 healthy lifestyle among students and can be used to adopt healthy practices by students both inside and outside school.