Prevenção e Segurança para o Retorno às Aulas Presenciais de Educação Física Durante a Covid-19: Diferenças por Gênero e Formação Profissional

Autores

DOI:

https://doi.org/10.15359/

Palavras-chave:

Pandemia, Atividade física, Instalações esportivas, Professores, México

Resumo

Objetivo: O objetivo deste estudo foi analisar o nível de conhecimento dos professores de educação física mexicanos sobre as recomendações de prevenção e segurança para o retorno às aulas presenciais após o confinamento pela COVID-19, e determinar se havia diferenças de acordo com o gênero e o tipo de formação profissional. Métodos: Um total de 669 professores (Midade = 40,33 anos, DP = 10,26) respondeu a um questionário ad hoc. Resultados: Os resultados mostraram altas médias para as medidas de prevenção e segurança, com as recomendações de higiene sendo as mais altas (M = 6,52), enquanto o uso da tecnologia foi o mais baixo (M = 5,32). Diferenças significativas foram encontradas apenas para a formação profissional nas recomendações de higiene (p < 0,05; g de Hedges = 0,09), enquanto não houve diferenças estatisticamente significativas de acordo com o gênero em nenhum dos fatores. Conclusão: Parece haver um amplo reconhecimento das medidas de segurança para prevenção da COVID-19 pelos professores participantes desta pesquisa, no entanto, são necessários estudos com diferentes metodologias para confirmar esses achados.

Referências

Anderson, J. R., Hughes, J. L. y Trivedi, M. H. (2021). School personnel and parents’ concerns related to COVID-19 pandemic’s impact related to schools. School Psychology Review, 50(4), 519-529. https://doi.org/10.1080/2372966X.2020.1862626

Askarian, M., Taghrir, M. H., Estedlal, A., Estedlal, T., Tabei, S. S. y Askarian, A. (2021). Implementing distancing in case of school reopening amid COVID-19 pandemic: Recommendations. EXCLI journal, 20, 1407-1411. https://doi.org/10.17179/excli2021-4142

Ato, M., López-García, J. J. y Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología, 29(3), 1038-1059. https://doi.org/10.6018/analesps

Betz C. L. (2020). COVID-19 and school return: The need and necessity. Journal of Pediatric Nursing, 54, A7-A9. https://doi.org/10.1016/j.pedn.2020.07.015

Brandenburg, J. E., Holman, L. K., Apkon, S. D., Houtrow, A. J., Rinaldi, R. y Sholas, M. G. (2020). School reopening during COVID-19 pandemic: Considering students with disabilities. Journal of pediatric rehabilitation medicine, 13(3), 425-431. https://doi.org/10.3233/PRM-200789

Browne, M. W. y Cudeck, R. (1992). Alternative ways of assessing model fit. Sociological Methods Research, 21, 230-258. https://doi.org/10.1177/0049124192021002005

Byrne, B. M. (2016). Structural Equation Modeling with Amos. Routledge.

Centeio, E., Mercier, K., Garn, A., Erwin, H., Marttinen, R. y Foley, J. (2021). The Success and Struggles of Physical Education Teachers While Teaching Online During the COVID-19 Pandemic. Journal of Teaching in Physical Education, 40(4), 667-673. https://doi.org/10.1123/jtpe.2020-0295

Consejo General de la Educación Física y Deportiva [Consejo COLEF]. (2020). Recomendaciones docentes para una educación física escolar segura y responsable ante la “nueva normalidad”. Minimización de riesgos de contagio de la COVID-19 en las clases de EF para el curso 2020-2021. Revista Española De Educación Física y Deportes, 429, 81-93. https://doi.org/10.55166/reefd.vi429.902

Ferrando, P. J. y Anguiano-Carrasco, C. (2010). El análisis factorial como técnica de investigación en Psicología. Papeles del Psicólogo, 31(1), 18-33. https://www.papelesdelpsicologo.es/pdf/1793.pdf

González-Calvo, G., Barba-Martín, R. A., Bores-García, D. y Hortigüela-Alcalá, D. (2022). The (virtual) teaching of physical education in times of pandemic. European Physical Education Review, 28(1), 205-224. https://doi.org/10.1177/1356336X211031533

González-Rivas, R. A., Gastélum-Cuadras, G., Velducea Velducea, W., González Bustos, J. B. y Domínguez Esparza, S. (2021). Análisis de la experiencia docente en clases de Educación Física durante el confinamiento por COVID-19 en México. Retos, 42, 1-11. https://doi.org/10.47197/retos.v42i0.86242

Howley, D. (2021) Experiences of teaching and learning in K-12 physical education during COVID-19: an international comparative case study. Physical Education and Sport Pedagogy. 27(6), 608-625. https://doi.org/10.1080/17408989.2021.1922658

Jeffs, E., Lucas, N. y Walls, T. (2021). CoVID‐19: Parent and caregiver concerns about reopening New Zealand schools. Journal of paediatrics and child health, 57(3), 403-408. https://doi.org/10.1111/jpc.15234

Kalazich Rosales, C., Valderrama Erazo, P., Flández Valderrama, J., Burboa González, J., Humeres Terneus, D., Urbina Stagno, R., Jesam Sarquis, F., Serrano Reyes, A., Verdugo Miranda, F., Smith Plaza, R. y Valenzuela Contreras, L. (2020). Orientaciones Deporte y COVID-19: Recomendaciones sobre el retorno a la actividad física y deportes de niños niñas y adolescentes. Revista chilena de pediatría, 91(7), 75-90. http://dx.doi.org/10.32641/rchped.vi91i7.2782

Kim, E. y Patterson, S. (2022). The pandemic and gender inequality in academia. PS: Political Science & Politics, 55(1), 109-116. https://doi.org/10.1017/S1049096521001049

Kline, R. B. (2005). Principles and Practice of Structural Equation Modeling. Guilford Press.

Kraft, M. A., Simon, N. S. y Lyon, M. A. (2020). Sustaining a Sense of Success: The Importance of Teacher Working Conditions During the COVID-19 Pandemic. Annenberg Institute at Brown University, EdWorkingPaper. 20-279. https://doi.org/10.26300/35nj-v890

Lee, S.-M., Yoo, J.-I y Youn, H.-S. (2021). Changes in Alienation in Physical Education Classes, School Happiness, and Expectations of a Future Healthy Life after the COVID-19 Pandemic in Korean Adolescents. International Journal of Environmental Research and Public Health, 18(20), 10981. https://doi.org/10.3390/ijerph182010981

Lo Moro, G., Sinigaglia, T., Bert, F., Savatteri, A., Gualano, M. R. y Siliquini, R. (2020). Reopening Schools during the COVID-19 Pandemic: Overview and Rapid Systematic Review of Guidelines and Recommendations on Preventive Measures and the Management of Cases. International Journal of Environmental Research and Public Health, 17(23), 8839. https://doi.org/10.3390/ijerph17238839

MacPhail, A., Tannehill, D. y Karp, G. G. (2013). Preparing physical education preservice teachers to design instructionally aligned lessons through constructivist pedagogical practices. Teaching and teacher education, 33, 100-112. http://dx.doi.org/10.1016/j.tate.2013.02.008

Miranda, L. C. M. y Devezas, T. (2022). On the global time evolution of the Covid-19 pandemic: Logistic modeling. Technological Forecasting and Social Change, 175, 121387. https://doi.org/10.1016/j.techfore.2021.121387

Muthén, B. y Kaplan, D. (1992). A comparison of some methodologies for the factor analysis of non-normal Likert variables: A note on the size of the model. British Journal of Mathematical and Statistical Psychology, 45(1), 19-30. https://doi.org/10.1111/j.2044-8317.1992.tb00975.x

Muthén, L. K. y Muthén, B. O. (1998-2010). Mplus User’s Guide. Muthén & Muthén. https://www.statmodel.com/html_ug.shtml

Ozamiz-Etxebarria, N., Idoiaga Mondragon, N., Bueno-Notivol, J., Pérez-Moreno, M. y Santabárbara, J. (2021). Prevalence of Anxiety, Depression, and Stress among Teachers during the COVID-19 Pandemic: A Rapid Systematic Review with Meta-Analysis. Brain Sciences, 11(9), 1172. https://doi.org/10.3390/brainsci11091172

Pfefferbaum, B. (2021). Challenges for Child Mental Health Raised by School Closure and Home Confinement During the COVID-19 Pandemic. Current Psychiatry Reports, 23(65). https://doi.org/10.1007/s11920-021-01279-z

PHE Canada. (2020). COVID-19 Pandemic: Return to School Canadian Physical and Health Education: Guidelines. https://phecanada.ca/activate/return-school-phe-guidelines

Queupil Quilamán, J. P., Cuenca Vivanco, C. y Maldonado Díaz, C. (2021). Colaboración entre Docentes y Directivos: Estudio de Caso del Desarrollo Profesional e Inclusión en Pandemia. Revista latinoamericana de educación inclusiva, 15(2), 207-223. http://dx.doi.org/10.4067/S0718-73782021000200207

Rivas-Ruiz, R., Moreno-Palacios, J. y Talavera, J. O. (2013). Investigación clínica XVI. Diferencias de medianas con la U de Mann-Whitney. Revista Médica del Instituto Mexicano del Seguro Social, 51(4), 414-419. https://www.medigraphic.com/cgi-bin/new/resumen.cgi?IDARTICULO=43670

Ruiz, L. M., Graupera, J. L., Moreno, J. A. y Rico, I. (2010). Social Preferences for Learning among Adolescents in Secondary Physical Education. Journal of Teaching in Physical Education, 29(1), 3-20. https://doi.org/10.1123/jtpe.29.1.3

Salman, D., Vishnubala, D., Le Feuvre, P., Beaney, T., Korgaonkar, J., Majeed, A. y McGregor, A. H. (2021). Returning to physical activity after covid-19. BMJ, 372, m4721. https://doi.org/10.1136/bmj.m4721

Sanz-Remacha, M., Abós, Ángel, Sevil-Serrano, J., Asín, D. y García-González, L. (2022). Cambios provocados por la Covid-19 en la enseñanza de la Educación Física presencial: Un estudio cualitativo en docentes de Educación Primaria y Secundaria, Retos, 44, 1121-1131. https://doi.org/10.47197/retos.v44i0.91187

Secretaría de Educación Pública [SEP]. (2018). Escuelas Normales. Estrategia de fortalecimiento y transformación. Secretaría de Educación Pública. https://www.gob.mx/sep/documentos/escuelas-normales-libro

Secretaría de Educación Pública [SEP]. (2021, Mayo). Boletín No. 139 Presenta SEP acciones de salud e higiene para garantizar un regreso seguro a las aulas para el ciclo escolar 20-21. https://www.gob.mx/sep/es/articulos/boletin-no-139-presenta-sep-acciones-de-salud-e-higiene-para-garantizar-un-regreso-seguro-a-las-aulas-para-el-ciclo-escolar-20-21?idiom=es

Secretaría de Gobernación [SEP]. (2020). ACUERDO número 02/03/20 por el que se suspenden las clases en las escuelas de educación preescolar, primaria, secundaria, normal y demás para la formación de maestros de educación básica del Sistema Educativo Nacional, así como aquellas de los tipos medio superior y superior dependientes de la Secretaría de Educación Pública. Diario Oficial de la Federación. https://www.dof.gob.mx/nota_detalle.php?codigo=5589479&fecha=16/03/2020#gsc.tab=0

Secretaría de Gobernación [SEGOB]. (2021). Decreto por el que se expide la Ley General de Educación Superior y se abroga la Ley para la Coordinación de la Educación Superior. Diario Oficial de la Federación. https://www.dof.gob.mx/nota_detalle.php?codigo=5616253&fecha=20/04/2021#gsc.tab=0

Tavakol, M. y Dennick, R. (2011). Making sense of Cronbach's alpha. International Journal of Medical Education, 2, 53-55. https://doi.org/10.5116/ijme.4dfb.8dfd

United Nations International Children's Emergency Fund [UNICEF]. (2020, Abril). Framework for reopening schools. https://www.unicef.org/media/68366/file/Framework-for-reopening-schools-2020.pdf

van der Spoel, I., Noroozi, O., Schuurink, E. y van Ginkel, S. (2020). Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands. European Journal of Teacher Education, 43(4), 623-638. https://doi.org/10.1080/02619768.2020.1821185

Vergara-Torres, A. P., Polanco-Zuleta, K. M. y Juvera-Portilla, J. L. (2022). Conceptualization of physical education, perception of television classes and intentions of Mexican elementary school students to engage in physical Activity. ESHPA-Education, Sport, Health and Physical Activity, 6(1), 39-49. http://doi.org/10.5281/zenodo.5517302

Viciana, J. y Mayorga-Vega, D. (2017). Influencing Factors on Planning Decisionmaking Among Spanish In-Service Physical Education Teachers. A Population-Based study. Electronic Journal of Research in Educational Psychology, 13(3), 491-509. http://dx.doi.org/10.14204/ejrep.43.16112

Vilchez, J. A., Kruse, J., Puffer, M. y Dudovitz, R. N. (2021). Teachers and School Health Leaders' Perspectives on Distance Learning Physical Education During the COVID-19 Pandemic. Journal of School Health, 91(7), 541-549. https://doi.org/10.1111/josh.13030

Xiang, M., Zhang, Z. y Kuwahara, K. (2020). Impact of COVID-19 pandemic on children and adolescents' lifestyle behavior larger than expected. Progress in Cardiovascular Diseases, 63(4), 531-532. https://doi.org/10.1016/j.pcad.2020.04.013

Yi, Y., & Jang, J. (2020). Envisioning possibilities amid the COVID‐19 pandemic: Implications from English language teaching in South Korea. TESOL Journal, 11(3), e00543. https://doi.org/10.1002/tesj.543

Yu, H., Liu, P., Huang, X. y Cao, Y. (2021). Teacher online informal learning as a means to innovative teaching during home quarantine in the COVID-19 pandemic. Frontiers in Psychology, 12, 2480. https://doi.org/10.3389/fpsyg.2021.596582

Publicado

2024-12-11

Como Citar

Ceballos-Gurrola, O., Ceballos-Gurrola, E., & Vergara-Torres, A. P. (2024). Prevenção e Segurança para o Retorno às Aulas Presenciais de Educação Física Durante a Covid-19: Diferenças por Gênero e Formação Profissional. MHSalud: Revista En Ciencias Del Movimiento Humano Y Salud, 21(2), e17648. https://doi.org/10.15359/

Como Citar

Ceballos-Gurrola, O., Ceballos-Gurrola, E., & Vergara-Torres, A. P. (2024). Prevenção e Segurança para o Retorno às Aulas Presenciais de Educação Física Durante a Covid-19: Diferenças por Gênero e Formação Profissional. MHSalud: Revista En Ciencias Del Movimiento Humano Y Salud, 21(2), e17648. https://doi.org/10.15359/

Comentarios (ver términos de uso)

Artigos mais lidos pelo mesmo(s) autor(es)

1 2 3 4 5 6 7 8 9 10 > >>