Principales dificultades de la enseñanza a distancia y el uso de tecnologías en la enseñanza-aprendizaje de estudiantes de Educación Física durante la pandemia COVID-19

O objetivo desta pesquisa foi o de identificar e discutir as principais dificuldades do ensino remoto e uso de tecnologias, em face à pandemia da COVID-19, no ensino-aprendizagem do curso superior de Educação Física através de críticas apontadas por graduandos. Nesta pesquisa descritiva quali-quantitativa feita no segundo semestre de 2020, através de um questionário on-line, foram coletadas as percepções de 26 estudantes sobre os principais pontos negativos vivenciados e/ou identificados no primeiro semestre de implementação do ensino remoto. Posteriormente, foi feita uma análise de conteúdo do material. Foi possível concluir que os principais problemas do ensino remoto e uso de tecnologias durante a pandemia da COVID-19 no ensino-aprendizagem de Educação Física são as metodologias de avaliação insatisfatórias, problemas com o acesso à internet e recursos tecnológicos, dificuldades de aprendizagem, prejuízos na qualidade do ensino, e a ausência de aulas práticas e o aumento do comportamento sedentário.The objective of this research was to identify and discuss the main difficulties of remote teaching and the use of technologies, in view of the COVID-19 pandemic, in the Physical Education course teaching-learning process through criticisms pointed out by undergraduate students. In this qualitative and quantitative descriptive research carried out in the second semester of 2020, through an online questionnaire, the perceptions of 26 students about the main negative points experienced and/or identified in the first semester of remote learning implementation were collected. Subsequently, a content analysis of the material was performed. It was possible to conclude that the main problems of remote learning and the use of technologies during the COVID-19 pandemic in Physical Education teaching-learning process are the unsatisfactory assessment methodologies, problems with access to the Internet and technological resources, learning difficulties, impairments in the quality of teaching, the absence of practical classes and the increase in sedentary behavior.El objetivo de esta investigación fue identificar y discutir las principales dificultades de la enseñanza a distancia y el uso de tecnologías, ante la pandemia COVID-19, en la enseñanza-aprendizaje del curso de Educación Física a través de críticas señaladas por estudiantes de pregrado. En esta investigación descriptiva cualitativa y cuantitativa realizada en el segundo semestre de 2020, a través de un cuestionario online, se recogieron las percepciones de 26 estudiantes sobre los principales puntos negativos vividos y/o identificados en el primer semestre de implementación del aprendizaje a distancia. Posteriormente, se realizó un análisis de contenido del material. Se pudo concluir que los principales problemas del aprendizaje remoto y el uso de tecnologías durante la pandemia COVID-19 en la enseñanza-aprendizaje de la Educación Física son las metodologías de evaluación insatisfactorias, problemas de acceso a internet y recursos tecnológicos, dificultades de aprendizaje, pérdidas en la calidad de la enseñanza, y la ausencia de clases prácticas y el aumento del sedentarismo.Facultad de Humanidades y Ciencias de la Educació

Principais dificuldades do ensino remoto e uso de tecnologias no ensino-aprendizagem de estudantes de Educação Física durante a pandemia da COVID-19

The objective of this research was to identify and discuss the main difficulties of remote teaching and the use of technologies, in view of the COVID-19 pandemic, in the teaching-learning of the Physical Education course through criticisms pointed out by undergraduate students. In this qualitative and quantitative descriptive research carried out in the second semester of 2020, through an online questionnaire, the perceptions of 26 students about the main negative points experienced and/or identified in the first semester of remote learning implementation were collected. Subsequently, a content analysis of the material was performed. It was possible to conclude that the main problems of remote learning and the use of technologies during the COVID-19 pandemic in Physical Education teaching-learning are the unsatisfactory assessment methodologies, problems with access to the internet and technological resources, learning difficulties, impairments in the quality of teaching, and the absence of practical classes and the increase in sedentary behavior.O objetivo desta pesquisa foi o de identificar e discutir as principais dificuldades do ensino remoto e uso de tecnologias, em face à pandemia da COVID-19, no ensino-aprendizagem do curso superior de Educação Física através de críticas apontadas por graduandos. Nesta pesquisa descritiva quali-quantitativa feita no segundo semestre de 2020, através de um questionário on-line, foram coletadas as percepções de 26 estudantes sobre os principais pontos negativos vivenciados e/ou identificados no primeiro semestre de implementação do ensino remoto. Posteriormente, foi feita uma análise de conteúdo do material. Foi possível concluir que os principais problemas do ensino remoto e uso de tecnologias durante a pandemia da COVID-19 no ensino-aprendizagem de Educação Física são as metodologias de avaliação insatisfatórias, problemas com o acesso à internet e recursos tecnológicos, dificuldades de aprendizagem, prejuízos na qualidade do ensino, e a ausência de aulas práticas e o aumento do comportamento sedentário.O objetivo desta pesquisa foi o de identificar e discutir as principais dificuldades do ensino remoto e uso de tecnologias, em face à pandemia da COVID-19, no ensino-aprendizagem do curso superior de Educação Física através de críticas apontadas por graduandos. Nesta pesquisa descritiva quali-quantitativa feita no segundo semestre de 2020, através de um questionário on-line, foram coletadas as percepções de 26 estudantes sobre os principais pontos negativos vivenciados e/ou identificados no primeiro semestre de implementação do ensino remoto. Posteriormente, foi feita uma análise de conteúdo do material. Foi possível concluir que os principais problemas do ensino remoto e uso de tecnologias durante a pandemia da COVID-19 no ensino-aprendizagem de Educação Física são as metodologias de avaliação insatisfatórias, problemas com o acesso à internet e recursos tecnológicos, dificuldades de aprendizagem, prejuízos na qualidade do ensino, e a ausência de aulas práticas e o aumento do comportamento sedentário

Videoconference assessment of functional and cognitive measures in Brazilian older adults: a reliability and feasibility study

OBJECTIVE: We aimed to determine the feasibility and reliability of videoconference assessment of functional and cognitive status among older adults in the context of the COVID-19 pandemic. METHODS: Thirty community-dwelling older adults (86.70% women) with a mean age of 69.77 (SD = 6.60) years who were physically independent and had no signs of cognitive impairment were included in the sample. An independent and experienced researcher assessed functional (chair rise test, chair stand test, sitting and rising test) and cognitive (Montreal Cognitive Assessment, parts A and B of the Trail Making Test, the Stroop test, the verbal fluency test) performance in real-time on the Google Meet platform on 2 non-consecutive days. The reliability of the measures was analyzed using the intraclass correlation coefficient (ICC), a paired t-test, or Wilcoxon and Bland-Altman analysis. The feasibility of the assessment was investigated using a standardized 14-item questionnaire. RESULTS: All functional performance measures showed excellent intra-rater reliability, with ICCs from 0.90 (95%CI 0.78 – 0.95) for the sitting and rising test to 0.98 (95%CI 0.96 – 0.99) for the chair rise test. Our analysis also showed mixed levels of reliability across measures, including good ICC (ranging from 0.79 – 0.91) for the Montreal Cognitive Assessment, part B of the Trail Making Test, and the congruent and neutral trials in the Stroop test, but poor-to-moderate ICC (ranging from 0.42 – 0.58) for the other cognitive assessments. In general, the participants reported good feasibility for the assessment format. CONCLUSION: In healthy and highly educated older adults, videoconferencing is a feasible method of determining functional and cognitive performance. Functional measures showed excellent reliability indexes, whereas cognitive data should be interpreted carefully, since the reliability varied from poor to moderate.</p

Effects of home-based physical exercise programs on cognition in older adults: an integrative review

This study sought to review randomized clinical trials of home-based physical exercises and their effects on cognition in older adults. An integrative review was carried out after searching the PubMed, Google Scholar, MEDLINE, LILACS, SciELO, and PEDro databases. The risk of bias of the included randomized controlled trials was assessed using the PEDro Scale. Fourteen studies were included, with an average PEDro score of 6.1±1.7 (range, 3 to 9) points. Overall, the studies found that interventions consisting of home-based physical exercise programs, whether strength training alone or combined with aerobic and balance exercises, performed three times a week in 60-minute sessions for a minimum duration of 8 weeks, contribute to cognitive performance in older adults, with particular impact on executive function. We conclude that home-based physical exercises constitute a strategy to minimize the negative implications associated with cognitive impairment in older adults