Midiendo la percepción de profesionales latinoamericanos acerca de la Calidad de la Educación Física

Ho, Walter; Ahmed, Md. Dilsad; D’Amico, Rosa Lopez de; Ramos, Argenira; Ferreira, Eliana Lucia; Ferreira, Maria Beatriz Rocha; Amaral, Silvia Cristina Franco; Gurrola, Oswaldo Ceballos; Diaz, Gladys Bequer; Ramos, Adelaida; Hoyos, Luz Amelia; Jasmin, Angela; Duque, Andrea Rivera; Niekerk, Rudolph Leon Van; Huang, Fan; Wong, Beatriz

doi:10.1016/j.rbce.2018.05.006

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Original articles • Rev. Bras. Ciênc. Esporte 40 (4) • Oct-Dec 2018 • https://doi.org/10.1016/j.rbce.2018.05.006 copiar

Midiendo la percepción de profesionales latinoamericanos acerca de la Calidad de la Educación Física

Autoría SCIMAGO INSTITUTIONS RANKINGS

Resumen

Un plan inestable para el desarrollo curricular y aspectos de apoyo para la educación física (EF) han creado confusión entre los profesionales. El propósito de esta investigación es investigar los factores percibidos como importantes en el desarrollo de la educación física de calidad (EFC) por profesionales en países de América Latina (AL). Un cuestionario que consta de 24 ítems basados en EFC fue respondido por 468 profesionales recolectados en 6 ciudades de LA. Se aplicó un Análisis factorial exploratorio de los 24 ítems que utilizan extracción ML y rotación oblicua directa, y los 17 ítems retenidos se agruparon en una solución de tres factores denominada Elementos de desarrollo y de apoyo para EFC en la escuela (EDAEFC) (α = 0,935); Valor principal de EFC (CVPE) (α = 0,890) y Arreglo del plan de actividades físicas (CAPA) (α = 0,850). Los ítems retenidos indicaron excelentes propiedades y el marco básico es percibido por los profesionales de EF en los países de AL como importante en la investigación de EFC.

PALABRAS CLAVE
Educación Física de calidad; Percepción y marco en la educación física; Análisis factorial exploratorio; Valor fundamental de la educación física; Método de máxima verosimilitud

Latin America	Min per week	Europe	Min per week	Asia	Min per week	Africa	Min per week
Brazil	110	Luxembourg	142	China	105	Ethiopia	225
Chile	135	Andorra	165	Kazakhstan	115	South Africa	58
Colombia	120	Poland	156	Hong Kong	90	Gabon	150
Cuba	183	England	120	India	60	Guinea	100
Mexico	75	France	220	Japan	125	Lesotho	110
Venezuela	90	Germany	135	South Korea	120	Libya	125

Country	City	Primary school PE teacher	Secondary school PE teacher	Teacher in universities	Total
Brazil	Campinas	3	7	48	58
Brazil	Minas Gerais	14	18	57	89
Colombia	Bogotá & Pereira	11	4	56	71
Cuba	Havana	13	12	29	54
Mexico	Monterrey	18	20	42	80
Venezuela	Maracay	34	34	48	116

Items no.	Items descriptions	Mean	SD
1	Physical Education is the most effective means of equipping children with the skills, attitudes, values, knowledge	5.36	1.01
2	Physical Education should be accessible to all children, whatever their ability/disability, sex, age, culture, race/ethnicity, religious, social or economic background.	5.81	.665
3	Physical education should be a compulsory subject in school for all children	5.79	.692
4	The school should have safe and suitable equipment for physical education lessons	5.81	.620
5	The school should have safe and suitable facilities for physical education lesson	5.81	.611
6	The School should have safe and suitable environment for physical education lessons	5.82	.583
7	The Teacher should be qualified to teach physical education	5.90	.482
8	Different types of physical activities and associated knowledge should form the content through which young people learn	5.67	.685
9	Health knowledge should be regarded as one of the major areas of learning	5.32	.958
10	Positive sport related attitudes and values should form a major focus in learning	5.64	.713
11	The teaching and learning of physical education should be fun and enjoyable	5.67	.731
12	Students should be given opportunities for active learning in physical education lesson	5.77	.623
13	Extension physical activity opportunities after-school or extra-curricular/co-curricular activities are essential components in helping students to extend their learning experiences in sport and physical activities	5.52	.898
14	Physical education is a compulsory subject in schools	4.62	1.48
15	All schools have safe and suitable equipment for physical education lessons	2.42	1.13
16	All schools have safe and suitable facilities for physical education lessons	2.38	1.08
17	All schools have safe and suitable environment for physical education lessons	2.52	1.15
18	All teachers are qualified to teach physical education	3.23	1.44
19	Different types of physical activities and associated knowledge form the major content in learning	3.94	1.39
20	Health knowledge is regarded as the major content in learning	3.30	1.46
21	Positive sport related attitudes and values are taught and form the major content in learning	4.05	1.46
22	The teaching and learning of physical education is fun and enjoyable	4.39	1.26
23	Students are given opportunities for active learning in physical education lessons	3.99	1.41
24	Extension physical activity opportunities, after-school or extra-curricular/co-curricular activities are available to all students to extend their learning experiences in sport and physical activities	3.20	1.49

Items no.	Descriptions of the factors and their items description	Descriptive statistics			Component
		Mean	SD	1	2	3	h2
	Development of Supportive Elements for Quality Physical Education in School (DSEQPE)
Item 16	All schools have safe and suitable facilities for physical education Lessons			.942			.869
Item 15	All schools have safe and suitable equipment for physical education lessons			.891			.801
Item 17	All schools have safe and suitable environment for physical education lessons			.855			.832
	Curriculum Arrangement of Physical Activities (CAPA)
Item 7	The Teacher should be qualified to teach physical education				.823		.681
Item 12	Students should be given opportunities for active learning in physical education lesson				.765		.585
Item 6	The School should have safe and suitable environment for physical education lessons				.753		.576
Item 4	The school should have safe and suitable equipment for physical education lessons				.752		.593
Item 8	Different types of physical activities and associated knowledge should form the content through which young people learn				.691		.476
Item 2	Physical Education should be accessible to all children, whatever their ability/disability, sex, age, culture, race/ethnicity, religious, social or economic background.				.643		.413
Item 3	Physical education should be a compulsory subject in school for all children				.637		.417
Item 10	Positive sport related attitudes and values should form a major focus on learning				.636		.420
Item 11	The teaching and learning of physical education should be fun and enjoyable				.620		.395
	Core Value of Quality Physical Education (CVQPE)
Item 21	Positive sport related attitudes and values are taught and form the major content in learning					.807	.607
Item 19	Different types of physical activities and associated knowledge form the major content in learning					.772	.585
Item 20	Health knowledge is regarded as the major content in learning					.722	.607
Item 23	Students are given opportunities for active learning in physical education lessons					.678	.471
Item 24	Extension physical activity opportunities, after-school or extra-curricular/co-curricular activities are available to all students to extend their learning experiences in sport and physical activities					.575	.465

Factor	DSEQPE	CAPA	CVQPE	Cronbach's α	Mean	SD	No. of items
DSEQPE	1.000	-.050	.475	.935	2.44	1.12	3
CAPA		1.000	-.010	.890	5.76	.652	9
CVQPE			1.000	.850	3.70	1.49	5

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[1] Conflicts of interest

The authors declare no conflicts interest.