Dimensões da literacia física em estudantes universitários e sua relação com a prática de atividade física
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2022
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A literacia física (LF) é definida como a motivação, a confiança, a competência física, o conhecimento e a compreensão da forma de manter a atividade física (AF) ao longo de toda a vida. Apesar da crescente investigação a este nível, ela tem estado principalmente associada à educação física (EF) é à população infanto-juvenil. É fundamental analisar, a partir de diferentes perspetivas e métodos, os fatores que estão relacionados com a LF, para além da EF. Objetivo: O presente estudo teve como objetivo principal analisar as dimensões da LF e a sua relação com a prática de AF atual e anterior, numa amostra de estudantes universitários em Portugal. Método: Foi adotado um método misto, através do desenvolvimento de dois estudos. O primeiro estudo ancorou numa análise quantitativa, observacional, com base num questionário online, preenchido através da plataforma Qualtrics e disseminado via redes sociais. Os dados de 326 estudantes (55,8% do sexo feminino) foram analisados em relação às variáveis de motivação, confiança e competência subjetivas, conhecimento, experiência anterior com educação física, bem como imagem corporal e oportunidades do dia-a-dia para a prática de AF. A análise inferencial de correlação bivariada foi feita com recurso ao software SPSS statistics27. O segundo artigo foi desenvolvido via estudo qualitativo descritivo, em que 13 estudantes universitários (61,5,8% do sexo feminino) participaram em 2 grupos focais. Os resultados foram analisados seguindo uma análise temática com auxílio do QDA Miner Lite. Resultados: Os resultados do estudo I (quantitativo) revelaram uma associação positiva entre a maioria das dimensões da LF e o score total de LF, e entre estes e a AF total (p<0.01). Também para a AF vigorosa, AF moderada e caminhada foram encontradas associações com domínios da LF. Os resultados do estudo II (qualitativo) indicam que todas as dimensões analisadas como parte do construto da LF, podem ser, de facto, relevantes para o desenvolvimento de indivíduos fisicamente letrados e confirmam a importância da qualidade autónoma da motivação para a prática de AF, bem como da consciência corporal e do gostar de si próprio, bem como da identificação de oportunidades para prática no dia a dia, e da capacidade para se exercitar bem.
Conclusão: A LF é um construto ainda com potencial de desenvolvimento, principalmente no campo da saúde pública. Existindo margem para sublinhar dimensões (imagem e consciência corporal, identificação de oportunidades quotidianas) em adição às mais tradicionalmente reconhecidas (motivação, confiança, competência física, conhecimento), e as robustecer e ampliar. Exemplo paradigmático é o da motivação, sublinhando-se a necessidade de se especificar o tipo dessa motivação (autónoma, não controlada por pressões externas e internas), e o do conhecimento (que tipos de conhecimento são de facto fundamentais para a LF - não existindo aqui consenso nos resultados deste estudo). Tal como em estudos anteriores, também os estudos desta tese apontam para a associação entre LF e prática de AF presente e passada, sendo fundamental explorar em profundidade as suas várias dimensões em diferentes amostras populacionais, permitindo não só o avanço teórico, mas principalmente o desenvolvimento e a aplicação de intervenções eficazes.
Palavras-chave: literacia física, atividade física, estudantes universitários, experiência anterior, automotivação, método misto
Physical literacy (PL) is defined as the motivation, confidence, physical competence, knowledge and understanding of how to maintain physical activity (PA) throughout life. Despite the growing research in the area, it has been mainly associated with physical education (PE) and the children's population. It is essential to analyze, from different perspectives and methods, the factors that are related to PL, in addition to PE. Objective: The main goal of this study was to analyze the dimensions of PL and its relations with current and previous PA practice, in a sample of university students in Portugal. Method: A mixed method was adopted, through the development of two studies. The first study was based on a quantitative, observational analysis. Based on an online questionnaire, completed through the Qualtrics platform and disseminated via social networks, data from 326 students (55.8% female) were analyzed in relation to the variables of motivation, subjective confidence and competence, knowledge, previous experience with physical education, as well as body image and day-to-day opportunities for PA practice. The inferential analysis using bivariate correlation was performed using the SPSS statistics27 software. The second article was developed via a descriptive qualitative study, in which 13 university students (61.5.8% female) participated in two focus groups. The results were analyzed following a thematic analysis with the help of QDA Miner Lite software. Results: The results of study I (quantitative) revealed a positive association between most PL dimensions and the total PL score, and between these and total PA (p<0.01). Associations between vigorous PA, moderate PA and walking with PL domains were also found. The results of study II (qualitative) indicate that all dimensions analyzed as part of the PL construct may, in fact, be relevant to the development of physically literate individuals. Results confirm the importance of the autonomous quality of motivation for the practice of PA, as well as body awareness, a positive body image, the ability to identify opportunities for day-to-day PA practice, and exercise perceived competence. Conclusion: PL is a construct that has still potential for development, especially in the field of public health. There is room to emphasize dimensions (body image and body awareness, identification of everyday opportunities) in addition to the more traditionally recognized ones (motivation, confidence, physical competence, knowledge), and to strengthen and expand them. A paradigmatic example relies on motivational quality, emphasizing the need to further specify the type of motivation supporting PL (i.e.autonomous, not controlled by external or internal pressures), and that of knowledge (which types of knowledge are in fact fundamental to PL – as no conclusion was reach in the results of this study). As in previous studies, this thesis work also points to the association between PL and PA practice throughout life, highlining the essential need to explore in depth its various dimensions in different population samples, allowing theoretical advance but also the development and application of effective interventions. Keywords: physical literacy, physical activity, university students, previous experience, mixed method
Physical literacy (PL) is defined as the motivation, confidence, physical competence, knowledge and understanding of how to maintain physical activity (PA) throughout life. Despite the growing research in the area, it has been mainly associated with physical education (PE) and the children's population. It is essential to analyze, from different perspectives and methods, the factors that are related to PL, in addition to PE. Objective: The main goal of this study was to analyze the dimensions of PL and its relations with current and previous PA practice, in a sample of university students in Portugal. Method: A mixed method was adopted, through the development of two studies. The first study was based on a quantitative, observational analysis. Based on an online questionnaire, completed through the Qualtrics platform and disseminated via social networks, data from 326 students (55.8% female) were analyzed in relation to the variables of motivation, subjective confidence and competence, knowledge, previous experience with physical education, as well as body image and day-to-day opportunities for PA practice. The inferential analysis using bivariate correlation was performed using the SPSS statistics27 software. The second article was developed via a descriptive qualitative study, in which 13 university students (61.5.8% female) participated in two focus groups. The results were analyzed following a thematic analysis with the help of QDA Miner Lite software. Results: The results of study I (quantitative) revealed a positive association between most PL dimensions and the total PL score, and between these and total PA (p<0.01). Associations between vigorous PA, moderate PA and walking with PL domains were also found. The results of study II (qualitative) indicate that all dimensions analyzed as part of the PL construct may, in fact, be relevant to the development of physically literate individuals. Results confirm the importance of the autonomous quality of motivation for the practice of PA, as well as body awareness, a positive body image, the ability to identify opportunities for day-to-day PA practice, and exercise perceived competence. Conclusion: PL is a construct that has still potential for development, especially in the field of public health. There is room to emphasize dimensions (body image and body awareness, identification of everyday opportunities) in addition to the more traditionally recognized ones (motivation, confidence, physical competence, knowledge), and to strengthen and expand them. A paradigmatic example relies on motivational quality, emphasizing the need to further specify the type of motivation supporting PL (i.e.autonomous, not controlled by external or internal pressures), and that of knowledge (which types of knowledge are in fact fundamental to PL – as no conclusion was reach in the results of this study). As in previous studies, this thesis work also points to the association between PL and PA practice throughout life, highlining the essential need to explore in depth its various dimensions in different population samples, allowing theoretical advance but also the development and application of effective interventions. Keywords: physical literacy, physical activity, university students, previous experience, mixed method
Descrição
Orientação: Marlene Nunes Silva ; coorientação: Eliana Cristina Veiga Carraça
Palavras-chave
MESTRADO EM DESPORTO, EDUCAÇÃO E LITERACIA FÍSICA, EDUCAÇÃO FÍSICA, DESPORTO, ATIVIDADE FÍSICA, ESTUDANTES UNIVERSITÁRIOS, PHYSICAL EDUCATION, SPORT, PHYSICAL ACTIVITY, COLLEGE STUDENTS, AUTOMOTIVAÇÃO, LITERACIA FÍSICA, SELF-MOTIVATION, PHYSICAL LITERACY