Physical Education: Physical Activity Guidelines for the Brazilian Population

Authors

  • Kelly Samara Silva Universidade Federal de Santa Catarina, Departamento de Educação Física, Florianópolis, Santa Catarina, Brasil. https://orcid.org/0000-0002-7356-1680
  • Alexsandra da Silva Bandeira Universidade Federal de Santa Catarina, Departamento de Educação Física, Florianópolis, Santa Catarina, Brasil. https://orcid.org/0000-0001-8922-1042
  • Fabricio Cesar de Paula Ravagnani Instituto de Educação, Ciência e Tecnologia de Mato Grosso do Sul - Campus Campo Grande, Campo Grande, Mato Grosso do Sul, Brasil. https://orcid.org/0000-0002-2758-0549
  • Edina Maria de Camargo Universidade Tecnológica Federal do Paraná, Departamento de Educação Física, Curitiba, Paraná, Brasil. https://orcid.org/0000-0003-2127-2606
  • Maria Cecília Tenório Universidade Federal Rural de Pernambuco, Departamento de Educação Física, Recife, Pernambuco, Brasil.
  • Victor José Machado de Oliveira Universidade Federal do Amazonas, Faculdade de Educação Física e Fisioterapia, Programa de Pós-Graduação em Educação, Manaus, Amazonas, Brasil. https://orcid.org/0000-0001-7389-9457
  • Priscila Cristina dos Santos Universidade Federal de Santa Catarina, Departamento de Educação Física, Florianópolis, Santa Catarina, Brasil. https://orcid.org/0000-0002-0166-1201
  • Virgílio Viana Ramires Instituto Federal de Educação, Ciência e Tecnologia Sul-rio-grandense - Câmpus Camaquã, Camaquã, Rio Grande do Sul, Brasil. https://orcid.org/0000-0002-4499-5471
  • Paula Fabricio Sandreschi Universidade Federal de Santa Catarina, Departamento de Educação Física, Florianópolis, Santa Catarina, Brasil. Ministério da Saúde, Secretaria de Atenção Primária à Saúde, Departamento de Promoção da Saúde, Coordenação-Geral de Promoção da Atividade Física e Ações Intersetoriais, Brasília, Distrito Federal, Brasil. https://orcid.org/0000-0001-6487-2359
  • Pedro Curi Hallal Universidade Federal de Pelotas, Departamento de Ginástica e Saúde, Pelotas, Rio Grande do Sul, Brasil. https://orcid.org/0000-0003-1470-6461
  • Valter Cordeiro Barbosa Filho Instituto de Educação, Ciência e Tecnologia do Ceará - Campus Aracati, Aracati, Ceará, Brasil. Programa de Pós-Graduação em Saúde Coletiva, Universidade Estadual do Ceará, Fortaleza, Ceará, Brasil. https://orcid.org/0000-0002-4769-4068

DOI:

https://doi.org/10.12820/rbafs.26e0219

Keywords:

Physical Education, Motor Activity; Strategies; School; Students., Physical Education, Motor Activity, Strategies, School, Students

Abstract

Physical Education (PE) classes represent an appropriate time to know and experience the plurality of the human movement, favoring the promotion of a healthy and active life. The importance of PE was recognized by the Physical Activity Guide for the Brazilian Population, which dedicated a chapter to guide the school community on the health benefits and successful strategies adopted in PE classes. This study aimed to show the process of elaborating Brazilian recommendations for PE for the Brazilian population, more specifically students, teachers, parents and guardians, and managers. This chapter of the Guide was developed by ten Brazilian researchers, including a spokeswoman of the Ministry of Health. Three syntheses of evidence, focus groups/interviews and public consultation were carried out to construct the recommendations. Data from 49 systematic reviews on the health benefits of PE and 22 interventions in PE classes with Brazilian students were summarized. Also, 63 documents were synthesized with strategies recommended for PE classes, focusing on the dimensions: politics and environment; curriculum; appropriate instruction; evaluation; and strategies that interact with PE. The focus groups and the public consultation were the basis for the elaboration and improvement of the final version of the recommendations. It is expected that these recommendations can assist the creation of public policies, the improvement of practice PE and the need to conduct future studies in this area of knowledge.

Downloads

Download data is not yet available.

Author Biography

Kelly Samara Silva, Universidade Federal de Santa Catarina, Departamento de Educação Física, Florianópolis, Santa Catarina, Brasil.

Graduação em Educação Física pela Universidade Federal da Paraíba. Mestrado e Doutorado em Educação Física na área de Atividade Física Relacionada à Saúde pela Universidade Federal de Santa Catarina (UFSC). Docente do Departamento de Educação Física da UFSC e Professora Permanente do Programa de Pós-Graduação em Educação Física. Coordenadora do Programa de Pós-Graduação em Educação Física (NOTA 6) da UFSC. Líder do Núcleo de Pesquisa em Atividade Física e Saúde (NuPAF / UFSC). Editora Associada da Revista de Saúde Pública e da Revista Brasileira de Cineantropometria e Desempenho Humano. Integra o Projeto de Internacionalização liderado pelo Programa de Pós-Graduação em Educação Física em parceria com o Programa de Pós-Graduação em Saúde Coletiva do CAPES-PRINT da UFSC. Tem pesquisado tópicos relacionados à atividade física e saúde pública, com ênfase em epidemiologia e programas de promoção da atividade física e redução do comportamento sedentário. 

References

Brasil. LEI No 9.394, DE 20 DE DEZEMBRO DE 1996 - Lei de diretrizes e bases da educação nacional [Internet]. 1996 [citado 2020 out 9]. Disponível em: http://www.planalto.gov.br/ccivil_03/Leis/L9394.htm.

Brasil. Base Nacional Comum Curricular [Internet]. Ministério da Educação; 2018 [citado 2020 out 9]. Disponível em: http://basenacionalcomum.mec.gov.br/images/BNCC_EI_EF_110518_versaofinal_site.pdf.

Tompsett C, Sanders R, Taylor C, Cobley S. Pedagogical approaches to and effects of fundamental movement skill interventions on health outcomes: a systematic review. Sports Med. 2017;47(9):1795–819.

Educating the Student Body: Taking Physical Activity and Physical Education to School. Washington, D.C.: National Academies Press; 2013 [citado 2020 jul 14]. Disponível em: http://www.nap.edu/catalog/18314.

Centers for Disease Control and Prevention (CDC). School Health Guidelines to Promote Healthy Eating and Physical Activity. 60(5).

Dudley D, Okely A, Pearson P, Cotton W. A systematic review of the effectiveness of physical education and school sport interventions targeting physical activity, movement skills and enjoyment of physical activity. Eur. Phys. Educ. Rev. 2011;17(3):353–78.

Bessa C, Hastie P, Araújo R, Mesquita I. What do we know about the development of personal and social skills within the sport education model: a systematic review. J Sports Sci Med. 2019;18(4):812–29.

Gomes GMG, Gomes FRH, Ribeiro PS. Self-concern, physical education and students from 6 to 10 years: a systematic review of the literature. Cad. Educ. Fis. Esp. 2019;17(2):1-10.

Braithwaite R, Spray CM, Warburton VE. Motivational climate interventions in physical education: A meta-analysis. Psychol Sport Exerc. 2011;12(6):628–38.

Trudeau F, Shephard RJ. Physical education, school physical activity, school sports and academic performance. Int J Behav Nutr Phys Act. 2008;5(1):10.

White RL, Babic MJ, Parker PD, Lubans DR, Astell-Burt T, Lonsdale C. Domain-specific physical activity and mental health: a meta-analysis. Am. J. Prev. Med. 2017;52(5):653–66.

SHAPE America-Society of Health and Physical Educators. The essential components of physical education. Author Reston, VA; 2015.

UNESCO. Diretrizes em educação física de qualidade (EFQ) para gestores de políticas - UNESCO Digital Library. 2015 [citado 2020 maio 18]. Disponível em: https://unesdoc.unesco.org/ark:/48223/pf0000231963

Centers for Disease Control and Prevention. A CDC Review of School Laws and Policies Concerning Child and Adolescent Health. J. Sch. Health. 2008;78(2):69–128.

Spence JC, Faulkner G, Bradstreet CC, Duggan M, Tremblay MS. Active Canada 20/20: A physical activity plan for Canada. Can J Public Health.2015;106:470–73.

The Australian Council for Health, Physical Education and Recreation (ACHPER): Support of the Australian Curriculum: Health and Physical Education. 2017 [citado 2020 jul 13]. Disponível em: https://www.achper.org.au/documents/item/393.

The common Wealth. Model indicators on sport, physical education and physical activity and the Sustainable Development Goals. 2019 [citado 2020 jul 5]. Disponível em: https://thecommonwealth.org/sites/default/files/inline/Sport%20and%20SDG%20Indicators%20v3.1.pdf.

Centers for Disease Control and Prevention (CDC). School health guidelines to promote healthy eating and physical activity. MMWR Recomm Rep. 2011;60(RR-5):1–76.

Opstoel K, Chapelle L, Prins FJ, De Meester A, Haerens L, van Tartwijk J, et al. Personal and social development in physical education and sports: A review study. Eur. Phys. Educ. Rev. 2020;26(4):797-813.

Schüller I, Demetriou Y. Physical activity interventions promoting social competence at school: A systematic review. Educ. Res. Rev. 2018;25:39–55.

Rasberry CN, Lee SM, Robin L, Laris BA, Russell LA, Coyle KK, et al. The association between school-based physical activity, including physical education, and academic performance: a systematic review of the literature. Prev Med. 2011;52(Suppl 1):S10-20.

Vazou S, Pesce C, Lakes K, Smiley-Oyen A. More than one road leads to Rome: A narrative review and meta-analysis of physical activity intervention effects on cognition in youth. Int J Sport Exerc Psychol. 2019;17(2):153–78.

Barba-Martín RA, Bores-García D, Hortigüela-Alcalá D, González-Calvo G. The application of the teaching games for understanding in physical education. systematic review of the last six years. Int. J. Environ. Res. Public Health. 2020;17(9):3330.

Vella SA, Braithewaite RE, Gardner LA, Spray CM. A systematic review and meta-analysis of implicit theory research in sport, physical activity, and physical education. Int Rev Sport Exerc Psychol. 2016;9(1):191–214.

Brasil. Casa Civil, Subchefia para Assuntos Jurídicos. Decreto no 6.286, de 5 de dezembro de 2007. Institui o Programa Saúde na Escola - PSE, e dá outras providências. Diário Oficial da União; 2007.

Brasil. Ministério da Educação, Gabinete do Ministro. Portaria Interministerial no 3.497, de 24 de novembro de 2003. Diário Oficial da União; 2003.

Brasil. Ministério da Saúde. Secretaria de Atenção Primária à Saúde. Departamento de Promoção da Saúde. Guia de Atividade Física para a População Brasileira / Ministério da Saúde, Secretaria de Atenção Primária à Saúde, Departamento de Promoção da Saúde. – Brasília : Ministério da Saúde, 2021.

Tricco AC, Lillie E, Zarin W, O’Brien KK, Colquhoun H, Levac D, et al. PRISMA Extension for Scoping Reviews (PRISMA-ScR): Checklist and Explanation. Ann Intern Med. 2018;169(7):467.

Barbosa Filho VC, da Silva KS, Mota J, Beck C, Lopes A da S. A physical activity intervention for Brazilian students from low human development index areas: A cluster-randomized controlled trial. J Phys Act Health. 2016;13(11):1174–82.

Biddle SJ, O’Connell S, Braithwaite RE. Sedentary behaviour interventions in young people: a meta-analysis. Br. J. Sports Med. 2011;45(11):937–42.

Downloads

Published

2021-07-21

How to Cite

1.
Silva KS, Bandeira A da S, Ravagnani FC de P, Camargo EM de, Tenório MC, Oliveira VJM de, et al. Physical Education: Physical Activity Guidelines for the Brazilian Population. Rev. Bras. Ativ. Fís. Saúde [Internet]. 2021 Jul. 21 [cited 2024 Jul. 3];26:1-18. Available from: https://rbafs.org.br/RBAFS/article/view/14556

Issue

Vol. 26 (2021)

Section

Original Articles

License

Copyright (c) 2021 Brazilian Journal of Physical Activity & Health

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

When submitting a manuscript to the Revista Brasileira de Atividade Física & Saúde, the authors retain the copyright to the article and authorize the Revista Brasileira de Atividade Física & Saúde to publish the manuscript under the Creative Commons Attribution 4.0 License and identify it as the original publication source.