A Comparison of the Program Escuelas Promotoras de Paz on Self-Efficacy towards Physical Activity among School Students of Honduras and Nicaragua

Authors

DOI:

https://doi.org/10.15359/rep.17-2.7

Keywords:

children, intervention, physical education, recess

Abstract

The objective of the study was to compare the effect of the intervention called Escuelas Promotoras de Paz towards the self-efficacy of students in two schools in Central American countries, Honduras and Nicaragua. The participants in this study were 216 schoolchildren, (n = 108 in each country) between ages 8 and 13 (10.49 ± 0,95 years of age). The self-efficacy questionnaire towards physical activity was administered to the participants (Aedo & Ávila, 2009). In this intervention, the Ecological Model was used based on physical education classes twice a week; active and organized recesses were developed with social support to promote physical activity for students. It was found that Honduran schoolchildren had a worse perception of self-efficacy than Nicaraguan students. It was also evidenced that girls, regardless of their country, presented better self-efficacy than boys, perceiving themselves to be more successful when doing the physical activities included in the intervention. The perceived self-efficacy of boys decreased over the course of the study, while girls remained stable or tended to improve their self-efficacy. Future studies should consider the differentiated response by sex in this variable to generate more effective interventions.

Author Biographies

Carlos Álvarez Bogantes, Universidad Nacional

Académico, Promotor de la Salud Física, Doctorado en Educación, Universidad Estatal a Distancia.

Gerardo A. Araya Vargas, Universidad Nacional

Educador físico, Doctorado en Educación, Universidad La Salle, Costa Rica.

Jaime Leonel García, Universidad Pedagógica Nacional Francisco Morazán

Máster en Educación Física, Universidad Pedagógica Nacional Francisco Morazán.

Patricia Reyes, Universidad Pedagógica Nacional Francisco Morazán

Máster en Educación Física, Universidad Pedagógica Nacional Francisco Morazán.

Constantino Zelaya, Universidad Pedagógica Nacional Francisco Morazán

Licenciado en Educación Física y Deportes. Universidad Pedagógica Nacional Francisco Morazán.

Grettel Villalobos Víquez, Universidad Nacional

Máster en Administración en Servicios de Salud Sostenibles, Universidad Nacional.

Marvin Gerardo Valle, Universidad Nacional Autónoma de Nicaragua

Licenciado en Ciencias de la Educación con mención en Educación Física y Deportes, Universidad Nacional Autónoma de Nicaragua, UNAN, León.

Raúl Pastrana, Universidad Nacional Autónoma de Nicaragua

Máster en Ciencias de la Educación con mención en Educación Física y Deportes, Universidad Nacional Autónoma de Nicaragua, UNAN, León.

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Published

2022-12-31

How to Cite

Álvarez Bogantes, C., Araya Vargas, G. A., García, J. L., Reyes, P., Zelaya, C., Villalobos Víquez, G., Gerardo Valle, M., & Pastrana, R. (2022). A Comparison of the Program Escuelas Promotoras de Paz on Self-Efficacy towards Physical Activity among School Students of Honduras and Nicaragua. Ensayos Pedagógicos Journal, 17(2), 139-160. https://doi.org/10.15359/rep.17-2.7

Issue

Section

Academic Articles

How to Cite

Álvarez Bogantes, C., Araya Vargas, G. A., García, J. L., Reyes, P., Zelaya, C., Villalobos Víquez, G., Gerardo Valle, M., & Pastrana, R. (2022). A Comparison of the Program Escuelas Promotoras de Paz on Self-Efficacy towards Physical Activity among School Students of Honduras and Nicaragua. Ensayos Pedagógicos Journal, 17(2), 139-160. https://doi.org/10.15359/rep.17-2.7

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