El abandono deportivo desde una perspectiva psicosocial

El abandono de la actividad deportiva tiene como consecuencia para el individuo un cuestionamiento global de las dimensiones sociales y psicológicas, afectando la identidad que éste ha construido durante años desde el deporte de alta competencia. El propósito de éste artículo es analizar el fenómeno del abandono deportivo desde una perspectiva psicosocial a través de antecedentes teóricos, organizando el texto en cuatro apartados. El primero es una revisión introductoria que delimita el concepto de abandono deportivo. El siguiente se centra en problematizar y describir el retiro deportivo como un objeto de análisis psicosocial. Posteriormente se exponen los procesos de transformación a nivel personal y social que son habitualmente causados por el abandono de la actividad deportiva, analizando sus posibles consecuencias e implicancias. En cuarto lugar se desarrollan las consideraciones finales y principales conclusiones del artículo

Assessment of nutritional status and cardiometabolic risk using anthropometric health variables in chilean schoolchildren with diverse disabilities

To describe and relate anthropometric evaluations used in the Health Science and physical education disciplines to detect relative risk of waist, cardiometabolic risk and prevalence of obesity or overweight, in schools in Temuco, Chile. These school house children with special educational needs. The study compares Gender and; a) Intellectual disability (ID), b) Motor disability (DM), c) Generalized Developmental Disorder (PDD), d) Cerebral palsy (PC). The participants correspond to schoolchildren n = 156 total, Women n = 50 (age 13,78 + 5,41) and Men n = 106 (13,09 + 5,57). The cardiometabolic risk was estimated by waist-hip index (ICC) and conicity index (CI), waist circumference (CCI) and hip (CCa). Nutritional status was estimated by body mass index (BMI). Student's t test was used for the parametric variables between two groups, and the Mann-Whitney U test were used for nonparametric variables. For the comparison of the parametric variables between more than two groups Anova was used. In the case of nonparametric variables, the Kruskal Wallis test was used. Schoolchildren with intellectual disabilities had statistically higher values in weight, BMI, waist and hip (p <0.05). The women showed high values of BMI, waist and relative waist risk (p <0.05). 44, 23% of schoolchildren had excessive malnutrition, 53, 8% had a relative risk of abdominal obesity. Conclusion associating anthropometric variables is an economic and effective health predicting tool in any type of study population. It can be used to make decisions in future food prescription or exercise therapy programs in order to avoid childhood obesity and improve the quality of life in individuals with disabilities

PHYSICAL EDUCATION IN NON-FORMAL CONTEXTS: A CONTRIBUTION IN TEACHER TRAINING? ANALYSIS FROM THE PERCEPTION OF STUDENTS AND PRACTICE CENTERS

The objective of this study was to analyze the assessment of the students of Pedagogy in physical education and those in charge of collaborating institutions regarding the Physical Education Practicum in non-formal contexts and to determine the positive / negative aspects of the process. The experience is developed in a subject associated to the Physical Education program of a Chilean university, and which aims to develop a practicum for five months in non-formal educational contexts, such as: (a) centers linked to training and high perfomance in sports (b) centers linked to sports administration and management; (c) centers related to physical activity and community health; (d) gyms and physical activity centers linked to the field of fitness. In the experience there is a participation of 32 students and 18 centers represented by their respective managers. The data analysis plan considered the use of open axial and selective coding of data, through the support of the Atlas Ti 6.0 program, based on semistructured interviews and focus groups. The results show that the positive aspects of the practicum process that were better assessed are: (a) strengthening of attitudinal competencies; (b) new learnings (c) applicability of the theory; (d) autonomy; (e) adaptation to the context (e) collaborative work; (f) personal and professional development; (g) new contexts and job opportunity. And the negative aspects of the practicum process in non-formal contexts are: (a) insufficient supervision; (b) lack of feedback; (c) lack of coordination between practice centers and universities; (d) expand offer of practice centers; (e) insufficient hours; (f) diversification of training strategies and (g) weak TIC training

Correlation between BMI and Waist Circumference in a Sample of Children, Adolescents and Adults with Disabilities in Temuco - Chile

Obesity is one of the most important public health issues and its early detection facilitates the implementation of preventive strategies. According to the World Health Organization, the Body Mass Index (BMI) is a valid tool for measuring the nutritional state of the population; however, high performance specialists do not share this assertion. The focus of this study is to correlate BM I with waist circumference (WC). The latter is an indicator that provides a more accurate prediction of the central or abdominal obesity. The second objective of this research is to describe the prevalence of overweight and obesity in people with disabilities. A number of 188 children, adolescents and young adults of both sexes were assessed, 123 men (65.4%) and 65 women (34.6%) between the ages of three and twenty-five. All of them were students who attended special schools in Temuco city. BMI and the WC data were gathered using the method described by WHO's; therefore, the assessment and classification were carried out according to the WHO's cutoff points. There is a high degree of correlation between BMI and WC (0.846). A 49% of the sample was either overweight or obese. A 43.9% of men and 58.4% of women were either obese or overweight. As for waist circumference, 54.3% of the sample presented a relative risk. In men, 46.3% and a 69.2% in women presented a relative risk. The 71.88% of people with Down syndrome were overweight or obese, followed by people with intellectual disabilities and PDD with a 50% and 46%, respectively. The higher relative risk, according to waist circumference, was in people with intellectual disabilities with a 58.6%, followed by people with Down syndrome 56.3%

El abandono deportivo desde una perspectiva psicosocial

El abandono de la actividad deportiva tiene como consecuencia para el individuo un cuestionamiento global de las dimensiones sociales y psicológicas, afectando la identidad que éste ha construido durante años desde el deporte de alta competencia. El propósito de éste artículo es analizar el fenómeno del abandono deportivo desde una perspectiva psicosocial a través de antecedentes teóricos, organizando el texto en cuatro apartados. El primero es una revisión introductoria que delimita el concepto de abandono deportivo. El siguiente se centra en problematizar y describir el retiro deportivo como un objeto de análisis psicosocial. Posteriormente se exponen los procesos de transformación a nivel personal y social que son habitualmente causados por el abandono de la actividad deportiva, analizando sus posibles consecuencias e implicancias. En cuarto lugar se desarrollan las consideraciones finales y principales conclusiones del artículo

Assessment of generic competences in pre-service physical education teachers: An experience in non-formal context

The Physical Education field needs to know more in depth the formative processes that take place outside formal educational institutions. The aim of this paper is to describe the experience of a practicum in non-formal educational contexts, where students of Physical Education participate, in order to identify and assess the generic competences acquired during the process. The experience is developed in a subject associated to the Physical Education Bachelor of a Chilean university and aims to develop a practicum during five months in non-formal educational contexts, such as: (a) centers linked to formative and high perfomance sports; (b) centers linked to sports administration and management; (c) centers linked to physical activity and community health; (d) gyms and physical activity centers linked to fitness. 32 students and 18 centers represented by their respective managers participate in the experience. For data collection, two ad-hoc questionnaires are applied, one addressed to students, and the other to the representatives of the centers; both instruments aim to identify and assess the competences that students show during the process. The results show that according to the perception of the practicum centers, the most developed competences by the students during the process are: (a) respect for diversity; (b) adaptation to the context; (c) collaborative work. While according to the perception of the students are: (a) expansion of knowledge; (b) respect; (c) responsibility

Evaluación de competencias genéricas en estudiantes de Educación Física: una experiencia en contextos no formales

The Physical Education field needs to know more in depth the formative processes that take place outside formal educational institutions. The aim of this paper is to describe the experience of a practicum in non-formal educational contexts, where students of Physical Education participate, in order to identify and assess the generic competences acquired during the process. The experience is developed in a subject associated to the Physical Education Bachelor of a Chilean university and aims to develop a practicum during five months in non-formal educational contexts, such as: (a) centers linked to formative and high perfomance sports; (b) centers linked to sports administration and management; (c) centers linked to physical activity and community health; (d) gyms and physical activity centers linked to fitness. 32 students and 18 centers represented by their respective managers participate in the experience. For data collection, two ad-hoc questionnaires are applied, one addressed to students, and the other to the representatives of the centers; both instruments aim to identify and assess the competences that students show during the process. The results show that according to the perception of the practicum centers, the most developed competences by the students during the process are: (a) respect for diversity; (b) adaptation to the context; (c) collaborative work. While according to the perception of the students are: (a) expansion of knowledge; (b) respect; (c) responsibility.fuera de las instituciones educativas formales. El objetivo del presente artículo es describir la experiencia de un prácticum en contextos educativos no formales donde participan estudiantes de Educación Física, con el fin de identificar y evaluar las competencias genéricas adquiridas durante el proceso. La experiencia se desarrolla en una asignatura asociada a la carrera de Educación Física de una universidad chilena, y que tiene por objeto el desarrollo de un prácticum durante cinco meses en contextos educativos no formales, tales como: (a) centros vinculados al deporte formativo y de alto rendimiento; (b) centros vinculados a la administración y gestión deportiva; (c) centros vinculados a la actividad física y salud comunitaria; (d) gimnasios y centros de actividad física vinculados al campo del fitness. Participan de la experiencia 32 estudiantes y 18 centros representados por sus respectivos encargados. Para la recolección de datos se aplican dos cuestionarios ad-hoc, uno dirigido a los estudiantes y otro a los representantes de los centros; ambos instrumentos tienen por objeto identificar y evaluar las competencias que los alumnos evidencian durante el proceso. Los resultados muestran que según la percepción de los centros de práctica, las competencias más desarrolladas por los estudiantes durante el proceso son: (a) respeto a la diversidad; (b) adaptación al contexto; (c) trabajo colaborativo. Mientras que según la percepción del alumnado son: (a) ampliación de conocimientos; (b) respeto; (c) responsabilidad

Incorporating intercultural competence in pre-service teacher education: examining possibilities for Physical Education in the southern macro-zone of Chile

In Chile, the volume of foreign students has reached historic levels over the last decade, creating new challenges for teacher Especially in the southern macro-zone of the country, where immigration has brought new identities to a territory historically marked by cultural diversity (due to the presence of the Mapuche ethnicity, the processes of colonisation, etc.), transforming schools into even more plural and complex spaces. Considering this scenario, it seems logical to focus on the training of Physical Education (PE) specialists who have the necessary competences to work in contexts of cultural diversity with a migrant presence. However, the evidence suggests that the universities located in the southern macro-zone of Chile do not incorporate 'intercultural competence' in the training itineraries of future PE teachers; a fact that is inconsistent, given the historical characteristics of this territory and the educational changes that the migratory phenomenon has generated in this context. In view of the above, the aim of this article is to examine the possible incorporation of intercultural competence in the initial training of PE teachers in universities in the southern macm-zone of Chile. To this end, different theoretical and empirical backgrounds are reviewed, from which the need to move towards a teacher training that is consistent with the socio-cultural characteristics of the environment and capable of preparing specialists committed to safeguarding diversity, social justice and human dignity becomes evident

Correlación de variables antropométricas como predictor de salud, en una población de niños y adolescentes con síndrome de Down de Temuco, Chile

Antecedentes. En los últimos años se ha evidenciado la importancia de investigar sobre la obesidad, incluyendo a grupos de sujetos que presentan necesidades educativas especiales permanentes, como es el caso del Síndrome de Down. Objetivo. Determinar la correlación entre el Índice de Masa Corporal (IMC) con la circunferencia de cintura (CCi) y el IMC con la circunferencia de cadera (CCa) de los niños y adolescentes con síndrome de Down. Materiales y métodos. Se realizó un estudio de corte transversal, donde se evaluaron 42 niños y adolescentes, 23 hombres (54,7%) y 19 mujeres (35,3%), entre 3 y 16 años de edad, alumnos de escuelas especiales de Temuco, Chile. Para obtener el IMC y la CCa se utilizó el método descrito por la OMS. Resultados. Se evidencia un alto grado de correlación entre IMC y CCi (0,776) y entre IMC y CCa (0,771). Además el 61,9% del total presentan sobrepeso u obesidad. El 52,1% de los hombres y el 73,6% de las mujeres presentan obesidad o sobrepeso. Discusión. A partir de los resultados, es recomendable la utilización de la circunferencia de cintura y cadera, además del IMC para la detección temprana de problemas asociados a la obesidad. Además de focalizar el trabajo a realizar con esta población especial, generando estrategias que involucren a distintos profesionales del ámbito de la salud y del ejercicio físico, permitiendo abordar sistémicamente desde los primeros años la prevención de la obesidad y las patologías asociadas

Incorporar la competencia intercultural en la formación docente: examinando posibilidades para Educación Física en la macrozona sur de Chile

In Chile, the volume of foreign students has reached historic levels over the last decade, creating new challenges for teacher training. Especially in the southern macro-zone of the country, where immigration has brought new identities to a territory historically marked by cultural diversity (due to the presence of the Mapuche ethnicity, the processes of colonisation, etc.), transforming schools into even more plural and complex spaces. Considering this scenario, it seems logical to focus on the training of Physical Education (PE) specialists who have the necessary competences to work in contexts of cultural diversity with a migrant presence. However, the evidence suggests that the universities located in the southern macro-zone of Chile do not incorporate "intercultural competence" in the training itineraries of future PE teachers; a fact that is inconsistent, given the historical characteristics of this territory and the educational changes that the migratory phenomenon has generated in this context. In view of the above, the aim of this article is to examine the possible incorporation of intercultural competence in the initial training of PE teachers in universities in the southern macro-zone of Chile. To this end, different theoretical and empirical backgrounds are reviewed, from which the need to move towards a teacher training that is consistent with the socio-cultural characteristics of the environment and capable of preparing specialists committed to safeguarding diversity, social justice and human dignity becomes evident.En Chile, el volumen de estudiantes extranjeros alcanzó cifras históricas durante la última década, instalando con ello nuevos desafíos para la formación de profesores. Especialmente en la macrozona sur del país, donde la inmigración ha supuesto el ingreso de nuevas identidades a un territorio históricamente marcado por la diversidad cultural (por la presencia del pueblo Mapuche, los procesos de colonización, etc.) transformando las escuelas en espacios aún más plurales y complejos. Considerando dicho escenario, parece lógico apostar por la formación de especialistas en Educación Física (EF) que tengan las competencias necesarias para trabajar en contextos de diversidad cultural con presencia migrante. Sin embargo, la evidencia sugiere que las universidades situadas en la macrozona sur de Chile no incorporan la “competencia intercultural” en los itinerarios formativos del futuro profesorado de EF; hecho que supone una inconsistencia, frente a las características históricas de dicho territorio y los cambios educativos que ha generado el fenómeno migratorio en ese contexto. En virtud de lo antes expresado, el presente artículo tiene por objetivo examinar la posible incorporación de la competencia intercultural en la formación inicial del profesorado de EF que se desarrolla en las universidades de la macrozona sur de Chile. Para ello, se revisan diferentes antecedentes teóricos y empíricos, a partir de los cuales queda en evidencia la necesidad de avanzar hacia una formación docente que sea coherente con las características socioculturales del entorno y capaz de preparar especialistas comprometidos con el resguardo de la diversidad, la justicia social y la dignidad humana