Eco–motricity: An epistemic turn to re–thinking physical education in Chile

The main purpose of this paper is to stress the epistemic and ontological proposal of the physical education. Subsequently, and using a critical reflection approach in the context of climate change and environmental crisis, the Eco-motricity proposal is presented, which represent an epistemic turn into the discipline and, in consequence, a didactic which consider the construction of a new ethic and relationships among individuals. Finally, challenges, new pathways and questions in the physical education research and the practices in the school are proposed

Hacia una comprensión de la evaluación conceptual en educación fí­sica

Knowledge, in its conceptual dimension is the type of "knowledge" that has usually been linked from the different subjects that make up the school curriculum, except in physical education. From this perspective, the objective of this paper is to understand the meaning that physical education teachers give to conceptual evaluation. An investigation was carried out with a qualitative approach and as a data collection technique the semi-structured interview; the stories were analyzed and categorized under the content analysis technique. Twelve teachers from different administrative units of Llanquihue’s Province, Region of Los Lagos, took part. The most relevant results show, on the one hand, conceptual confusion in the discipline, framed in the functional character of the evaluation, measurement and qualification and, on the other, physical education teachers recognize important benefits of the conceptual evaluation in the discipline, nevertheless, most of the teachers interviewed continue to carry out evaluations oriented towards the procedural dimension (know-how). In this sense it is possible to conclude, the existence of a classification of the evaluation with aims aimed at controlling objectives and learning.El conocimiento, en su dimensión conceptual es el tipo de “saber” que habitualmente se ha vinculado desde las diferentes asignaturas que conforman el currí­culo escolar, excepto en educación fí­sica. Desde esta mirada, el objetivo del presente trabajo es, comprender el sentido que le otorgan los profesores de educación fí­sica a la evaluación conceptual. Se llevó a cabo una investigación  con un enfoque cualitativo y como técnica de recolección de datos la entrevista semi-estructurada; los relatos fueron analizados y categorizados bajo la técnica de análisis de contenido. Participaron doce profesores de las diferentes dependencias administrativas de la Provincia de Llanquihue, Región de los Lagos. Los resultados más relevantes evidencian, por un lado, confusión   conceptual en la disciplina, enmarcada en el carácter funcional de la evaluación, medición y la calificación y, por otro,  los profesores de educación fí­sica reconocen importantes beneficios de la evaluación conceptual en la disciplina, no obstante, la mayorí­a de los docentes entrevistados continúan realizando evaluaciones  orientadas a la dimensión procedimental (saber hacer). En tal sentido es posible concluir, la existencia de un encasillamiento de la evaluación con fines orientadores al control de objetivos y aprendizajes. &nbsp

Towards an understanding of the conceptual evaluation in physical education

Knowledge, in its conceptual dimension, is the type of 'knowledge' that has usually been linked from the different subjects that make up the school curriculum, except in Physical Education. From this perspective, the objective of this paper is to understand the meaning that Physical Education teachers give to conceptual evaluation. An investigation was carried out with a qualitative approach and as a data collection technique, the semi-structured interview was performed. The stories were analyzed and categorized under the content analysis technique. Twelve teachers from different administrative units of Llanquihue's Province, Region of Los Lagos, took part. The most relevant results show, on the one hand, conceptual confusion in the discipline, framed in the functional character of the evaluation, measurement and qualification and, on the other, Physical Education teachers recognize important benefits of the conceptual evaluation in the discipline. Nevertheless, most of the teachers interviewed continue to carry out evaluations oriented towards the procedural dimension (know-how). In this sense, it is possible to conclude the existence of a classification of the evaluation with aims pointed at controlling objectives and learning

Towards an understanding of the conceptual evaluation in physical education

El conocimiento, en su dimensión conceptual es el tipo de "saber" que habitualmente se ha vinculado desde las diferentes asignaturas que conforman el currículo escolar, excepto en educación física. Desde esta mirada, el objetivo del presente trabajo es, comprender el sentido que le otorgan los profesores de educación física a la evaluación conceptual. Se llevó a cabo una investigación con un enfoque cualitativo y como técnica de recolección de datos la entrevista semi-estructurada; los relatos fueron analizados y categorizados bajo la técnica de análisis de contenido. Participaron doce profesores de las diferentes dependencias administrativas de la Provincia de Llanquihue, Región de los Lagos. Los resultados más relevantes evidencian, por un lado, confusión conceptual en la disciplina, enmarcada en el carácter funcional de la evaluación, medición y la calificación y, por otro, los profesores de educación física reconocen importantes beneficios de la evaluación conceptual en la disciplina, no obstante, la mayoría de los docentes entrevistados continúan realizando evaluaciones orientadas a la dimensión procedimental (saber hacer). En tal sentido es posible concluir, la existencia de un encasillamiento de la evaluación con fines orientadores al control de objetivos y aprendizajes.Knowledge, in its conceptual dimension is the type of "knowledge" that has usually been linked from the different subjects that make up the school curriculum, except in physical education. From this perspective, the objective of this paper is to understand the meaning that physical education teachers give to conceptual evaluation. An investigation was carried out with a qualitative approach and as a data collection technique the semi-structured interview; the stories were analyzed and categorized under the content analysis technique. Twelve teachers from different administrative units of Llanquihue's Province, Region of Los Lagos, took part. The most relevant results show, on the one hand, conceptual confusion in the discipline, framed in the functional character of the evaluation, measurement and qualification and, on the other, physical education teachers recognize important benefits of the conceptual evaluation in the discipline, nevertheless, most of the teachers interviewed continue to carry out evaluations oriented towards the procedural dimension (know-how). In this sense it is possible to conclude, the existence of a classification of the evaluation with aims aimed at controlling objectives and learning

The fragmentation of knowledge in physical education

The study aimed at diagnosing the conceptual formation in physical education in Chilean high school students. The study used a descriptive cross-sectional methodology. A total of 659 students participated, 54% boys and 46% girls, aged between 13 and 14 years old, from the three educational units in the country; public schools (36.4%), subsidized schools (37.8%) and private schools (25.8%). A stratified probabilistic sampling was performed based on students' educational dependence and gender. For the data collection, a questionnaire designed and validated with students of the Chilean curriculum was applied. The main results indicate that there are statistically significant differences between educational units, with specific results from Anova off= 48,584 p <.05 in favor of private schools. In conclusion, the study shows a low disciplinary domain of the students in the different educational units, highlighting once more the need to seek innovative methodologies within this discipline in order to improve the learning of its conceptual dimension

Effects of pre-operative isolation on postoperative pulmonary complications after elective surgery: an international prospective cohort study an international prospective cohort study

We aimed to determine the impact of pre-operative isolation on postoperative pulmonary complications after elective surgery during the global SARS-CoV-2 pandemic. We performed an international prospective cohort study including patients undergoing elective surgery in October 2020. Isolation was defined as the period before surgery during which patients did not leave their house or receive visitors from outside their household. The primary outcome was postoperative pulmonary complications, adjusted in multivariable models for measured confounders. Pre-defined sub-group analyses were performed for the primary outcome. A total of 96,454 patients from 114 countries were included and overall, 26,948 (27.9%) patients isolated before surgery. Postoperative pulmonary complications were recorded in 1947 (2.0%) patients of which 227 (11.7%) were associated with SARS-CoV-2 infection. Patients who isolated pre-operatively were older, had more respiratory comorbidities and were more commonly from areas of high SARS-CoV-2 incidence and high-income countries. Although the overall rates of postoperative pulmonary complications were similar in those that isolated and those that did not (2.1% vs 2.0%, respectively), isolation was associated with higher rates of postoperative pulmonary complications after adjustment (adjusted OR 1.20, 95%CI 1.05–1.36, p = 0.005). Sensitivity analyses revealed no further differences when patients were categorised by: pre-operative testing; use of COVID-19-free pathways; or community SARS-CoV-2 prevalence. The rate of postoperative pulmonary complications increased with periods of isolation longer than 3 days, with an OR (95%CI) at 4–7 days or ≥ 8 days of 1.25 (1.04–1.48), p = 0.015 and 1.31 (1.11–1.55), p = 0.001, respectively. Isolation before elective surgery might be associated with a small but clinically important increased risk of postoperative pulmonary complications. Longer periods of isolation showed no reduction in the risk of postoperative pulmonary complications. These findings have significant implications for global provision of elective surgical care. We aimed to determine the impact of pre-operative isolation on postoperative pulmonary complications after elective surgery during the global SARS-CoV-2 pandemic. We performed an international prospective cohort study including patients undergoing elective surgery in October 2020. Isolation was defined as the period before surgery during which patients did not leave their house or receive visitors from outside their household. The primary outcome was postoperative pulmonary complications, adjusted in multivariable models for measured confounders. Pre-defined sub-group analyses were performed for the primary outcome. A total of 96,454 patients from 114 countries were included and overall, 26,948 (27.9%) patients isolated before surgery. Postoperative pulmonary complications were recorded in 1947 (2.0%) patients of which 227 (11.7%) were associated with SARS-CoV-2 infection. Patients who isolated pre-operatively were older, had more respiratory comorbidities and were more commonly from areas of high SARS-CoV-2 incidence and high-income countries. Although the overall rates of postoperative pulmonary complications were similar in those that isolated and those that did not (2.1% vs 2.0%, respectively), isolation was associated with higher rates of postoperative pulmonary complications after adjustment (adjusted OR 1.20, 95%CI 1.05–1.36, p = 0.005). Sensitivity analyses revealed no further differences when patients were categorised by: pre-operative testing; use of COVID-19-free pathways; or community SARS-CoV-2 prevalence. The rate of postoperative pulmonary complications increased with periods of isolation longer than 3 days, with an OR (95%CI) at 4–7 days or ≥ 8 days of 1.25 (1.04–1.48), p = 0.015 and 1.31 (1.11–1.55), p = 0.001, respectively. Isolation before elective surgery might be associated with a small but clinically important increased risk of postoperative pulmonary complications. Longer periods of isolation showed no reduction in the risk of postoperative pulmonary complications. These findings have significant implications for global provision of elective surgical care