Prevenção e Segurança para o Retorno às Aulas Presenciais de Educação Física Durante a Covid-19: Diferenças por Gênero e Formação Profissional
DOI:
https://doi.org/10.15359/Palavras-chave:
Pandemia, Atividade física, Instalações esportivas, Professores, MéxicoResumo
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
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2024 MHSalud: Revista en Ciencias del Movimiento Humano y Salud
Este trabalho é licenciado sob uma licença Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 International License.
Termos e condições gerais
MHSalud: Revista en Ciencias del Movimiento Humano y Salud da Universidad Nacional é licenciada sob uma Licença Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 Costa Rica.
A revista está hospedada em repositórios de acesso aberto, como o Repositório Institucional da Universidade Nacional, o Repositório Kimuk da Costa Rica e a Referência.
A fonte editorial da revista deve ser reconhecida. Use para esse fim o identificador doi da publicação.
Política de autoarquivamento: A revista permite o autoarquivamento de artigos em sua versão revisada, editada e aprovada pelo Conselho Editorial da revista para que estejam disponíveis em Acesso Aberto através da Internet. Mais informações no link a seguir: https://v2.sherpa.ac.uk/id/publication/25815