Characterization of the physical education environment and practice in public schools

Ricardo Hugo Gonzalez,Ítalo Nunes Braga,Luzia Vanessa Alves De Lima,Márcia Maria Tavares Machado,Thereza Maria Magalhães Moreira,Marcela De Castro Ferracioli-Gama

doi:10.12820/rbafs.26e0187

Abstract

This cross-sectional, stratified, random sample study aimed to identify the school environment for teaching and engaging in physical education in elementary public schools. An inventory assessment was made and interviews were held with school managers in 12 teaching units in Fortaleza, Ceará, Brazil. The data obtained were categorized as follows: lesson availability and frequency, recess, extracurricular activities, facilities, and installations in place. The descriptive analysis used absolute and relative frequencies values. The results showed that all schools involved in the study provide two weekly physical education classes. None of the schools engaged in the development of recreational activities during recess. Data showed that 75% of schools participating in the study provide free extracurricular activities, among which futsal was the most popular (58.3%). Also, 75% of schools had indoor sports facilities, whereas some schools did not have adequate space to hold classes. In the group of schools with facilities, 90% had crossbars and 70% had at least one type of floor markings for sports such as futsal, basketball, and volleyball. Only one school had a recreational room, patio, and a green area. We concluded that the results point to a favorable direction for teaching and engaging in physical education in schools. We discussed how an adequate environment in schools helps students make better lifestyle choices and provides teachers with the opportunity to fully develop their classes and promote student’s health.

Highlights

A school with physical education facilities and an adequate amount of equipment empowers teachers to take full action in guiding this comprehensive part in the students’ development, which encourages scholars to participate more actively in the classes, achieves the educational objectives, and makes physical activity more attractive to the students[1].Regular physical activity has several benefits
A study showed that 35% of Latin American primary education schools do not have adequate spaces for physical education classes[5]
This study aimed to identify the school environment for teaching and engaging in physical education in elementary public schools

Summary

Introduction

A school with physical education facilities and an adequate amount of equipment empowers teachers to take full action in guiding this comprehensive part in the students’ development, which encourages scholars to participate more actively in the classes, achieves the educational objectives, and makes physical activity more attractive to the students[1]. In broad terms, such benefits are expanded if started at a very young age and promote physical well-being[2]. It is crucial to consider the physical education class infrastructure, the school environment model, playtime quality, and extracurricular activities available to children[1] for developing this activity at school. A study showed that 35% of Latin American primary education schools do not have adequate spaces for physical education classes[5]. The inadequate structures or equipment may become a hurdle to the good progress of physical education classes[6]

Objectives

Methods

Results

Conclusion