Relación entre el índice de masa corporal y las preferencias de interacción social en las clases de Educación Física en estudiantes de Educación Secundaria por sexos
- Emilio Royo Ortín 1
- Santos Orejudo Hernández 1
- Julio Latorre Peña 1
- Monica Aznar Cebamanos 1
-
1
Universidad de Zaragoza
info
ISSN: 1579-1726, 1988-2041
Year of publication: 2024
Issue: 56
Pages: 588-596
Type: Article
More publications in: Retos: nuevas tendencias en educación física, deporte y recreación
Abstract
It has been observed that levels of physical activity among adolescents during Physical Education classes are below recommended levels, especially in those students who are overweight. The main objective of this study was to analyze the relationship between Body Mass Index (BMI) and social interaction preferences in adolescents' Physical Education classes, subsequently distinguishing by gender. A total of 870 adolescents in school in the region of Aragon participated in this study, with a mean age of 13.75 years (SD = 1.28), of whom 470 (46.32%) were male and 400 (45.98%) were female. All of them answered the Graupera/Ruiz Scale of Preferences for Social Interaction in Physical Education (GR-SIPPEL) and their weight and height were taken in order to calculate their body mass index (BMI). The study of normality led to the use of non-parametric tests, using the Mann-Whitney U test and Spearman's Rho test for the analysis. Taking the whole group, inverse and low-effect correlations were found between the variables of competitiveness and individualism and BMI. By gender, there was no relationship between variables in boys and the results for girls were very similar to those of the whole group. Both sexes expressed a greater preference for social interaction in the subject for cooperation. These results highlight the importance of social interactions in Physical Education to improve the learning environment and motivation.
Bibliographic References
- Ahn, S., Zhang, H., Berlin, K. S., Levy, M., & Kabra, R. (2020). Adverse childhood experiences and childhood obesity: a path analysis approach. Children's Health Care, 49(3), 247-266. https://doi.org/10.1080/02739615.2019.1697928
- Barriopedro, M. I., Ruiz-Perez, L. M., Gómez-Ruano, M. Ángel, & Rico, I. (2016). Las preferencias participativas del profesorado de educación física en su actividad profesional. Anales de Psicología / Annals of Psychology, 32(2), 332–340. https://doi.org/10.6018/analesps.32.2.212401
- Beni, S., Fletcher, T., & Chroinin, D. N. (2017). Meaningful Experiences in Physical Education and Youth Sport: A Review of the Literature. Quest, 69(3), 291-312. https://doi.org/10.1080/00336297.2016.1224192
- British Educational Research Association [BERA]. Ethical Guidelines for Educational Research, 2nd ed.; BERA: London, UK, 2011.
- Cañadas, L., Ruiz, J. R., Veiga, O. L., Gomez-Martinez, S., Esteban-Cornejo, I., Pérez-Llamas, F., Casajús, J. A., Cabero, M. J., Marcos, A., & Martinez-Gomez, D. (2014). Obese and unfit students dislike physical education in adolescence: myth or truth?: the AVENA and UP&DOWN studies. Nutrición Hospitalaria, 30(6), 1319-1323. https://doi.org/10.3305/nh.2014.30.6.7817.
- Caputo, E., & Cozzensa da Silva, M. (2009). Relação entre o índice de massa corporal (IMC) e participação nas aulas de Educação Física: Uma comparação entre escola pública e privada.Pensar a Prática, 12(3). https://doi.org/10.5216/rpp.v12i3.6723
- Cecchini, J. A., Méndez, A., & Contreras, O. R. (2005). Motivos de abandono de la práctica del deporte juvenil. Servicio de Publicaciones de la Universidad de Castilla-La Mancha.
- Cuadra-Martínez, D., Georgudis-Mendoza, C. N. & Alfaro-Rivera, R. A. (2012). Representación social de deporte y educación física en estudiantes con obesidad. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 10(2), 983-1001.
- D’Hondt, E., Deforche, B., Vaeyens, R., Vandorpe, B., Vandendriessche, J., Pion, J., et al. (2011). Gross motor coordination in relation to weight status and age in 5 to 12-year-old boys and girls: A cross-sectional study. International Journal of Pediatric Obesity, 6(2), 556–564
- Eaton, D. K., Kann, L., Kinchen, S., Ross, J., Hawkins, J., Harris, W. A., et al. (2006). Youth risk behavior surveillance-United States, 2005. Morbidity & Mortality Weekly Report, 55(SS-5), 1–108.
- Estévez, M., Muros, J. J., Torres, B., Pradas, F., Zurita, F., & Cepero, M. (2015). Influencia de la composición corporal y la aceptación de las clases de educación física en la autoestima de niños de 14 a 16 años de Alicante, España. Nutrición Hospitalaria, 31(4), 1519-1524. https://dx.doi.org/10.3305/nh.2015.31.4.8285
- Fairclough. S. J., & Stratton, G. (2006). A Review of Physical Activity Levels during Elementary School Physical Education. Journal of Teaching in Physical Education, 25, 239-257.
- García Martínez, S., Sánchez Blanco, P., & Ferriz Valero, A. (2021). Metodologías cooperativas versus competitivas: efectos sobre la motivación en alumnado de EF (Cooperative versus competitive methodologies: effects on motivation in PE students). Retos, 39, 65–70. https://doi.org/10.47197/retos.v0i39.78279
- Gentier, I., D´Hont, E., Shultz, S., Deforche, B., Augustijn, M., Hoorne, S.,Verlaecke, K., De Bourdeaudhuij, I., & Lenoir, M. (2013). Fine and gross motor skill differ between healthy-weight and obese children. Research in Developmental Disabilities, 34, 4043-4051.
- Gil, P., Carrillo , P., García-Cantó, E., & Rosa, A. (2020). Incidencia del sexo, el índice de masa corporal y el número de hermanos en la competencia motriz autopercibida. Revista Cubana de Investigaciones Biomédicas, 39(1). Recuperado http://www.revibiomedica.sld.cu/index.php/ibi/article/view/370/786
- Gómez, S. F., Lorenzo, L., Ribes, C. et al.(2022). Physical Activity, Sedentarism, lifestyles and Obesity in Spanish Youth. Sant Boi de Llobregat; 2022. Report Available from: https://gasolfoundation.org/wp-content/uploads/2023/01/GF-PASOS-informe-2022-WEB.pdf
- González, E. R., & Ortega, A. P. (2013). Relación de sobrepeso y obesidad con nivel de actividad física, condición física, perfil psicomotor y rendimiento escolar en población infantil (8 a 12 años) de Popayán. Revista Movimiento Científico, 7(1), 71-84.
- Hands, B. (2008). Changes in motor skill and fitness measures among children with high and low motor competence: A five- year longitudinal study. Journal of Science and Medicine in Sport, 11, 155-162. https://doi.org/10.1016/j.jsams.2007.02.012
- Hawani, A., Chikha, A. B., Souissi, M. A., Trabelsi, O., Mrayah, M., Souissi, N., Marsigliante, S., & Muscella, A. (2023). The Feeling of Pleasure for Overweight Children during Different Types of Physical Activity. Children (Basel, Switzerland), 10(9), 1526. https://doi.org/10.3390/children10091526
- Hilbert, A., Braehler, E., Schmidt, R., Löwe, B., Häuser, W., & Zenger, M. (2015). Self-Compassion as a Resource in the Self-Stigma Process of Overweight and Obese Individuals. Obesity facts, 8(5), 293–301. https://doi.org/10.1159/000438681
- Hwang, J., & Kim, Y. H. (2011). Physical Activity and its Related Motivational Attributes in Adolescents with Different BMI. Int.J. Behav. Med. 20, 106–113. https://doi.org/10.1007/s12529-011-9196-z
- Ito, T., Kubota, K., & Ohtake, F. (2022). Long-term consequences of the hidden curriculum on social preferences. Japanese Economic Review 73, 269–297. https://doi.org/ 10.1007/s42973-019-00033-8
- Johnson, D.W. (1981). Student–student interaction: The neglected variable in education. Educational Researcher, 10, 5–10.
- Johnson, D.W., Johnson, R.T., & Holubec, E.J. (1994). Cooperative learning in the classroom. Virginia: Association for Supervision and Curriculum Development.
- Kinchin, G.D. (2006). Sport education: A view of the research. In D. Kirk, D. MacDonald, & M. O’Sullivan (Eds.), The Handbook of Physical Education , 596–609. London: Sage.
- Mayorga-Vega, D., Parra, M., & Viciana, J. (2020). Niveles objetivos de actividad física durante las clases de Educación Física en estudiantes chilenos usando acelerometría. Retos: Nuevas tendencias en Educación Física, Deporte y Recreación, 37, 123-128.
- Metzler, M.W. (2005). Instructional Models for Physical Education. Scottsdale, AZ: Holcomb Hathaway.
- Meyer, U., Roth, R., Zahner, L., Gerber, M., Puder, J. J., Hebestreit, H., & Kriemler, S. (2013). Contribution of physical education to overall physical activity. Scandinavian Journal of Medicine & Science in Sports, 23(5), 600-606. https://doi.org/10.1111/j.1600-0838.2011.01425.x.
- Miralles, R., Filella, G., & Lavega, P. (2017). Educación física emocional en el ciclo superior de educación primaria. Ayudando a los maestros a tomar decisiones. Retos: nuevas tendencias en educación física, deportes y recreación, (31), 88-93. Recuperado de https://repositori.udl.cat/bitstream/handle/10459.1/59188/ 025046.pdf?sequence=1&isAllowed=y
- Moral, L. (2018). Nivel de actividad física cardiosaludable en Educación Física en educación primaria: expectativas y algunas evidencias. Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity, 4, 95. https://doi.org/10.17979/sportis.2018.4.1.2017
- Muñoz, S., Vega, Z., Berra, E., Nava, C., & Gómez, G. (2015). Asociación entre estrés, afrontamiento, emociones e IMC en adolescentes. Revista Intercontinental de Psicología y Educación, 17(1), 11-29.
- Nutter, S., Ireland, A., Alberga, A. S., Brun, I., Lefebvre, D., Hayden, K. A., & Russell-Mayhew, S. (2019). Weight Bias in Educational Settings: a Systematic Review. Current obesity reports, 8(2), 185–200. https://doi.org/10.1007/s13679-019-00330-8
- Ortega Vila, G., Robles Rodríguez, J., Abad Robles, M. T., Durán González, L. J., Franco Martín, J., Jiménez Sánchez, A. C., & Giménez Fuentes-Guerra, F. J. (2019). Las preferencias de interacción social en las Escuelas Sociodeportivas de Baloncesto de la Fundación Real Madrid (The preferences of social interaction in the Basketball Socio-sport Schools of the Real Madrid Foundation). Retos, 35, 101–106. https://doi.org/10.47197/retos.v0i35.62992
- Ortega-Becerra, M. A., Muros, J. J., Palomares-Cuadros, J., Martín-Sánchez, J. A., & Cepero-González, M. Influencia del índice de masa corporal en la autoestima de niños y niñas de 12-14 años. An Pediatr., 83(5), 311-7. http://doi.org/f2x7xn
- Patón, R. N., Ferreiro, M. C., Liz, C. D., & Roig, C. M. G. (2019). Análisis de las preferencias de interacción social en educación física del alumnado gallego en función de la edad, género y etapa educativa. Revista iberoamericana de psicología del ejercicio y el deporte, 14(2), 160-165.
- Prieto-Saborit, J. A., & Nistal-Hernández, P. (2009). Influencia del aprendizaje cooperativo en educación física. Revista Iberoamericana De Educación, 49(4), 1-8. https://doi.org/10.35362/rie4942085
- Puhl, R. M., Phelan, S. M., Nadglowski, J., & Kyle, T. K. (2016). Overcoming Weight Bias in the Management of Patients With Diabetes and Obesity. Clinical diabetes : a publication of the American Diabetes Association, 34(1), 44–50. https://doi.org/10.2337/diaclin.34.1.44
- Romero-Chouza, Ó., Lago-Ballesteros, J., Toja-Reboredo, B., & González-Valeiro, M. (2021). Propósitos de la Educación Física en Educación Secundaria: revisión bibliográfica (Purposes of Physical Education in Secondary Education: a bibliographic review). Retos, 40, 305-316. https://doi.org/10.47197/retos.v1i40.80843.
- Royo, E., Orejudo, S., & Latorre, J. (2023). Relación entre la motivación de logro en Educación Física e IMC (Relationship between achievement motivation in Physical Education and BMI). Retos, 47, 505–511. https://doi.org/10.47197/retos.v47.94553
- Ruiz, L. M., Graupera, J. L., Moreno, J. A., & Rico, I. (2010). Social preferences for learing among adolescents in Secondary physical education. Journal of Teaching in Physical Education, 29, 3-20. https://doi.org/10.1123/jtpe.29.1.3
- Ruiz, L. M; Graupera, J. L & Mata, E. (2004). Preferencias participativas de chicos y chicas de la Educación Secundaria mediante “la escala GR de participación social en el aprendizaje”. Motricidad; European Journal of Human Movement, 12, 151-168.
- Rukavina, P., Doolittle, S., Li, W., Beale-Tawfeeq, A., & Manson, M. (2019). Teachers' Perspectives on Creating an Inclusive Climate in Middle School Physical Education for Overweight Students. Journal of School Health, 89(6), 476-484. https://doi.org/10.1111/josh.12760
- Sánchez-Alcaraz, B. J., Gómez-Mármol, A., & Más, M. (2016). Study of Achievement Motivation and Motivational Orientation in Physical Education Students. Apunts. Educación Física y Deportes, 124, 35-40. https://doi.org/10.5672/apunts.2014-0983.es(2016/2)-124.03
- Sánchez-Oliva, D.., Leo, F.. M, Amado, D., González-Ponce, yo., & García-Calvo, T. (2012). Desarrollo de un cuestionario para valorar la motivacionción en educación fisica. Revista Iberoamericanaa de Psicología del Ejercicio y Deporte, 7, 227-250.
- Stassen, K. (2002). The developing person through childhood and adolescence. New York, NY: Worth Publishing.
- Stojadinović, A., Lešović, S., Nikolašević, Ž., & Bugarski-Ignjatović, V. (2018). The stigma of obesity in adolescence. Srpski arhiv za celokupno lekarstvo, 146(3-4), 187-192. https://doi.org/10.2298/SARH170529163S
- Thorp, J. L. (2014). Enganging students in physical education: recommendations for secondary programs. Strategies: A Journal for Physical and Sport Educators, 26(1), 8-13. Recuperado de https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5516480/
- Velázquez, C. (2015). Aprendizaje cooperativo en Educación Física: estado de la cuestión y propuesta de intervención. Retos: Nuevas Tendencias en Educación Física, Deporte y Recreación, 28, 234-239.
- Villa-de Gregorio, M., Ruiz Pérez, L., & Barriopedro Moro, M. (2022). Social Preferences for Learning in Physical Education among Secondary Students with Attention Deficit/Hyperactivity Disorder (ADHD). Preferencias Sociales de Aprendizaje en Educación Física entre Estudiantes de Secundaria con Trastorno por Déficit de Atención/Hiperactividad (TDAH)]. RICYDE. Revista Internacional De Ciencias Del Deporte, 18(68), 113-126. https://doi.org/10.5232/Ricyde
- Wu, Y. K., & Berry, D. C. (2018). Impact of weight stigma on physiological and psychological health outcomes for overweight and obese adults: A systematic review. Journal of advanced nursing, 74(5), 1030–1042. https://doi.org/10.1111/jan.13511
- Zhang, B. G., & Qian, X. F. (2022). Weight self-stigma and engagement among obese students in a physical education class. Frontiers in psychology, 13, 1035827. https://doi.org/10.3389/fpsyg.2022.1035827