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BACKGROUND: Understanding which strategies have been recommended for the promotion of active and healthy lifestyles through physical education (PE) classes can guide PE policies and practice. Therefore, we summarized worldwide recommendations regarding strategies for PE classes that have aimed to promote active and healthy lifestyles among school-aged children and adolescents. METHODS: The Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines were utilized. A literature search was carried out in June 2020 in eight peer-reviewed literature databases, in addition to searches in institutional and personal libraries. The eligibility criteria included any online document that included recommendations targeting any dimension of PE classes (e.g., policy and environment, curriculum, appropriate instruction, student assessment, and strategies that interact with PE) published since 2000. RESULTS: In total, 2,408 potentially eligible documents were screened. Of these, 63 were included in the final analysis. The recommended strategies were as follows: six referred to policy and environment (valuing PE, higher frequency and duration of classes, inclusive PE classes, mandatory daily classes, evaluation of PE classes, and qualified teachers), five to curriculum (structure, type of content, cross-cutting themes, and components that improve PE classes), four to appropriate instruction (promotion of physical activities, inclusion of social issues, employment of the use of innovative technologies, and organization of the teaching-learning process), and three to student assessment (understanding human movement concepts, evaluation of contents, and assessment methods to develop an active and healthy lifestyle). CONCLUSION: Twenty-one strategies recommended for PE classes linked to five dimensions aimed at different target populations were identified. Over half were linked to the dimensions of policy and environment and appropriate instruction. PE is recommended to be mandatory and valued at all educational levels, with weekly frequency that contributes to an active and healthy lifestyle. This review shows that guaranteeing different experiences beyond sports, improving social inclusion, using innovative technologies, and providing adequate materials and spaces to be important challenges and ways to guide policies, programs, and new research in this field of knowledge. Open Science Framework Registration: https://osf.io/harwq/.

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O estudo objetivou comparar duas estratégias (Tradicional x LET US Play) com o intuito de aumen-tar o número de passos (NP) durante as aulas de educação física escolar de crianças. Trata-se de um ensaio clínico randomizado cruzado (cross over), realizado em uma escola municipal de Cuiabá, Mato Grosso. Foram aplicadas 10 aulas à 25 crianças (11 meninos e 14 meninas) do 4º ano do Ensino Fun-damental. Dividida em dois momentos de 15 minutos (monitorados), com um espaço de 10 minutos entre eles para hidratação (não monitorados), a aula consistia na aplicação das atividades (estafeta, base quatro, futsal, queimada e empresta bandeira) usando a estratégia Tradicional ou LET US Play, de forma alternada e aleatória. Ao final de cada atividade, o NP foi medido por meio da pulseira inteligente Xiaomi Mi band 2. Utilizou ANOVA One Waypara analisar o NP entre as estratégias, estratificada por sexo, com grau de significância de 5%. Observou-se que, o NP dados pelas crianças na intervenção LET US Play foi superior ao Tradicional em todas as atividades (estafeta, base quatro, futsal, queimada, empresta bandeira), tanto em meninos quanto em meninas, independentemente da ordem de aplicação (p < 0,01). Conclui-se que o LET US Play aumentou o NP das crianças durante as aulas de educação física e pode ser uma estratégia interessante para maximizar a atividade física nesse público

This study aimed to compare two strategies (Traditional x LET US Play) focused on increasing the number of steps (NS) during physical education classes for children. This is a randomized crossover clinical trial, carried out in a municipal elementary school from Cuiabá-MT. Ten classes were given to 25 children (11 boys and 14 girls) from the 4th grade. Divided into two moments of 15 minutes each (monitored), with a 10 minutes break between for hydration (not monitored). The class sessions consisted of activities (relay races, base four, futsal, dodgeball and borrow flag) using Traditional or LET US Play strategies, selected randomly and alternately. At the end of each activity the NS was measured through the Xiaomi Mi band 2 smart bracelet. The NP between the strategies and interactions with sex were assessed using one-way analysis of variance (ANOVA) with a statistical significance set at p < 0.05. It was observed that the NS given by the children in the LET US Play intervention was higher than the Traditional in all activities (relay races, kickball, indoor soccer, dodgeball, lend flag) in boys and girls regardless of the delivered order (p < 0,01). It was concluded that LET US Play increased children's NS during physical education classes and can be an interesting strategy to maximize physical activity among this population

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Since 2011 an educational policy promulgated that public schools from Pernambuco have had to offer physical education (PE) class in the same shift where students are enrolled. This study examined the impact of the implementation of an educational policy on PE offering and students' participa-tion, and whether health related behaviors could be moderated by PE participation. It was a natural experiment study performed with data obtained from two cross-sectional studies (2007 and 2012) of a sample (n = 715) of high-school students from Caruaru. PE offering was assessed by asking students if they had PE class and adaptedquestionnairewas used to assess health-related informa-tion. It was observed that before policy implementation, most of the students (♂: 72.4%; ♀: 69.0%) was not engaged in any PE class during the week. After policy implementation the proportion of students who had at least one PE class/week increased (♂: 68.7%; ♀: 68.9%). Having ≥1 PE classes was not associated with the amount of physical activity either before (♂: OR = 1.47 (95%CI: 0.78 ­ 2.76)); ♀: OR = 1.02 (95%CI: 0.61­ 1.72) or after (♂: OR = 0.90 (95%CI: 0.51 ­ 1.58); ♀: OR = 1.06 (95%CI: 0.63 ­ 1.80)) policy implementation. Fruit consumption was the only health-related behavior associated to PE class (♂: OR = 1.55 (95%CI: 1.01 ­ 2.70); ♀: OR = 1.48 (95%CI: 1.02 ­ 2.10)). PE offering and participation of students improved and it seems that implementation of new policies for PE might impact on students' behaviors, although, regarding to some limitations, not sufficiently to impact on overall students' health behaviors

Desde 2011 uma instrução normativa estipulou que escolas públicas de Pernambuco ofertassem aulas de educação física (EF) no turno em que estudantes estão matriculados. Este estudo examinou o impacto dessa normativa na oferta de aulas de EF, na participação e sua associação com comportamentos de saúde dos estudantes. Tratou-se de um experimento natural realizado com dados de dois estudos transversais (2007 e 2012) de uma amostra (n = 715) de estudantes do ensino médio de Caruaru. A oferta de EF foi avaliada perguntando aos estudantes se eles tinham aula de EF, e um questionário adaptado foi utilizado para avaliar comportamentos de saúde. Verificou-se que antes da implementação da normativa a maioria dos estudantes não tinha aulas de EF (♂: 72,4%; ♀: 69,0%). Depois da implementação, a proporção de estudantes que tiveram uma aula de EF/semana aumentou (♂: 68,7%; ♀: 68,9%). Ter ≥1 aula de EF não foi associado o nível de atividade física em adolescentes antes (♂: RO= 1,47 (95%IC: 0,78­2,76); ♀: RO = 1,02 (95%IC: 0,61 ­ 1,72)) ou depois (♂: RO = 0,90 (95%IC: 0,51 ­ 1,58); ♀: RO = 1,06 (95%IC: 0,63 ­ 1,80)) da implementação. Consumo de frutas foi o único comportamento de saúde associado com as aulas de EF (♂: RO = 1,55 (95%IC: 1,01 ­ 2,70); ♀: RO = 1,48 (95%IC: 1,02 ­ 2,10). Após implementação da norma-tiva houve melhorias na oferta de aulas de EF e participação dos estudantes. Parece que isto pode impactar comportamentos de saúde em adolescentes, porém, devido limitações, é insuficiente para impactar os compor-tamentos de saúde no geral

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ABSTRACT The present study evaluated the effects of a teacher training intervention, based on Self-Determination Theory, on teachers' and students' motivation in physical education class. This is a pre-post quasi-experimental study with 4 physical education teachers and 611 students from four public schools. A handbook was developed and teacher training sessions were conducted. Statistical analysis consisted of paired t-tests and general linear model repeated measures to assess teachers' self-determined motivation and linear mixed effect regression to evaluate students' motivation. A significant increase in teachers' and students' motivation score was observed after the intervention. Among teacher, we verified an increase in self-determined motivation. Among students there were significant interaction time by group in Extrinsic Motivation Identified Regulation (F=5.6), Extrinsic Motivation External Regulation (F=7.41), Amotivation (F=5.32) and Self-determined Motivation (F=4.87). Also, Intrinsic Motivation significantly declined with age for boys (β= -0.151) and girls (β= -0.121) as well as Extrinsic Motivation Introjected Regulation for girls β= (-0.141). Training sessions can support teachers in planning lessons resulting in increasing teacher and students' motivation in physical education classes. However, this strategy was not enough to improve intrinsic motivation during the investigated period.

RESUMO O presente estudo avaliou os efeitos de uma intervenção com professores, baseada na Teoria da Autodeterminação, sobre a motivação de professores e alunos para a aula de educação física (EF). É um estudo quase-experimental do tipo antes e depois com 4 professores de EF e 611 alunos. Foi elaborado um manual e realizadas sessões de formação de professores. Análise estatística incluiu testes t pareados e medidas repetidas através do modelo linear geral e da regressão linear de efeito misto. Um aumento significante no escore de motivação de professores e alunos foi observado após a intervenção. Entre os professores verificou-se um aumento na motivação auto-determinada. Entre os alunos houve interação significante entre tempo por grupo (Motivação Extrínseca Regulação Identificada (F=5,6), Motivação Extrínseca Regulação Externa (F=7,41), Amotivação (F=5,32) e Motivação Autodeterminada (F=4,87). Além disso, a Motivação Intrínseca diminuiu significantemente com a idade para rapazes (β= -0.151) e moças (β= -0.121), bem como a Motivação Externa Regulação Introjetada para moças (β= -0.141). Sessões de formação podem apoiar os professores no planejamento resultando no aumento da motivação dos professores e alunos nas aulas de EF. No entanto, esta estratégia não foi suficiente para melhorar a motivação intrínseca no período investigado.

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Social isolation was adopted as a strategy to reduce the transmission speed of the severe acute respiratory syndrome of coronavirus 2 (SARS-CoV-2) in several countries in the world, including Brazil. As a result, schools were closed and the routines of children altered, affecting sleep, sedentary behavior, and physical activity. The present study aims to compare the children's weekly routine and time spent on sleep, sedentary behavior and physical activity before and during the Coronavirus disease 2019 (COVID-19) pandemic. A cross-sectional study with a quantitative and qualitative approach was performed, with 120 parents, mothers or guardians of children from 5 to 10 years of age of both sexes enrolled in 5 full-time schools in Arapiraca, Alagoas, Brazil. To meet the research objective, two interviews were conducted between 27 May and 5 June, out addressing aspects of sleep, sedentary behavior, and physical activity before and during the COVID-19 pandemic. In the analysis of quantitative data, the paired sample t test was performed, while for qualitative data, discourse analysis was used. Significant differences (p < 0.05) were found in the routine and in sleep time (increase 10%) and screen time (increase 36%) before vs during the COVID-19 pandemic, on weekdays and weekends. There was also a reduction in the practice of physical activity (54%). Therefore, the findings indicate that behaviors during the COVID-19 pandemic could be harmful to children's health and that the school may be an important social environment to protect children from exposure to these behaviors

O isolamento social foi adotado como estratégia para reduzir a velocidade de transmissão da síndrome respiratória aguda grave de coronavírus 2 (SARS-CoV-2) em vários países do mundo, incluindo o Brasil. Como resultado, as escolas foram fechadas e as rotinas das crianças alteradas, afetando o sono, o comportamento sedentário e a atividade física. O presente estudo tem como objetivo comparar a rotina semanal das crianças e o tempo dispendido em sono, comportamento sedentário e atividade física antes e durante a pandemia da doença coronavírus 2019 (COVID-19). Estudo de caráter transversal e com abordagem quanti-qualitativa, com 120 pais, mães ou responsáveis de crianças de 5 a 10 anos de ambos os sexos, matriculadas em 5 escolas de tempo integral de Arapiraca, Alagoas, Brasil. Foram realizadas duas entrevistas, no período de 27 de Maio à 05 de Junho, abordando os aspectos do sono, comportamento sedentário e atividade física antes e durante a pandemia, a fim de atender o objetivo de pesquisa. Na análise dos dados quantitativos foi realizado o teste t de amostra emparelhada, já para os dados qualitativos foi utilizada a análise do discurso. Foram encontradas diferenças significativas (p < 0,05) na rotina e no tempo de sono (aumento de 10%), no tempo de tela (aumento de 36%) antes vs durante a pandemia de COVID-19, em dias de semana e finais de semana. Foi observada também uma redução na prática de atividade física (54%). Portanto, os achados indicam comportamentos durante a pandemia de COVID-19 que podem ser prejudiciais à saúde das crianças e a escola pode ser um ambiente social importante na proteção a exposição de tais condutas

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In order to identify the research that addressed the Academia da Cidade and Academia da Saúde Programs (ACP/ASP), a scoping review was conducted in April 2020 in five electronic databases and in reference lists aiming to identify scientific articles that had data collections carried out in the facilities of the ACP/ASP or, that somehow involved the populations of the localities where the programs were implemented. Of the 321 initial records, the descriptive synthesis consisted of 59 studies, which had as their most frequent characteristics: cross-sectional design, use of quantitative approaches in data collection and analysis, Nutrition as a central topic, and involvement of users (adults and the elderly). In conclusion, longitudinal studies involving all actors (managers, practitioners and users) and covering different health topics, besides promoting the approximation between academia and decision makers, may be promising in the sense of better evaluating the impact that the program represents in the life of the communities that are attended

No sentido de identificar as pesquisas que abordam os Programas Academia da Cidade e Academia da Saúde (PAC/PAS), em abril de 2020 foi conduzida uma revisão de escopo, em cinco bases de dados eletrônicas em listas de referências, a fim de identificar artigos científicos originais que tiveram coletas de dados realizadas nas instalações do PAC/PAS ou, que, de alguma forma envolveram as populações das localidades em que foram implantados os programas. De 321 registros iniciais, a síntese foi composta por 59 artigos científicos, que apresentaram como características mais frequentes: delineamento transversal, uso de abordagens quantitativas nas coletas e análises de dados, Nutrição como temática central e envolvimento de usuários (adultos e idosos). Em conclusão, estudos longitudinais envolvendo todos os atores (gestores, profissionais e usuários) e distintas temáticas da saúde, além de promoverem a aproximação entre a academia e tomadores de decisão, podem ser promissores no sentido de melhor avaliar o impacto que o programa representa na vida das comunidades que são atendidas

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Identificar e comparar artigos sobre a participação de adolescentes brasileiros nas aulas de Educação Física (EF) e verificar os fatores associados constituem os objetivos deste trabalho. O método utilizado foi busca sistematizada da literatura nas bases: MEDLINE, Scielo, LI-LACS, Google acadêmico, ERIC, CAPES e Adolec. Disso, dez estudos foram incluídos, sen-do 70% realizados no Nordeste e 100% utilizaram questionário. A participação variou de 29,3 a 75,0%. A variável comportamental associada à participação mais avaliada foi a prática de atividadefísica. Portanto, conclui-se que poucos estudos foram realizados, sendo a maioria deles no Nordeste. Dado isso, este trabalho incentiva a produção de estudos em outras regiões do Brasil, a utilização de outros instrumentos, a investigação dos fatores associados e a identi-ficação dos motivos que levam à participação nas aulas de EF.

Objective: To identify and compare articles on physical education participation of Brazilian adolescents and associated factors. Methods: A systematic search was conducted using with these databases: MEDLINE, SciELO, LILACS, Google academic, ERIC, CAPES and Adolec. Results:Ten studies were included. 70% were conducted in theNortheast, 100% used a questionnaire. The participation range for 29.3 to 75.0%. The behavioral variable asso-ciated with participation was physical activity. Conclusion: Few studies have been carried out. All used a questionnaire and a majority was conducted in the Northeast. Production is encour-aged in other regions of Brazil, using other instruments, investigation of the associated factors and identification of the reasons that lead to participation in EF classes.

Objetivo: Identificar y comparar laspublicaciones sobre participación en las clases de Educa-ción Física y sus factores asociados en adolescentes brasileños. Métodos: Búsqueda sistemáti-ca de la literatura en las bases: MEDLINE, SciELO, LILACS, Google académico, ERIC, CAPES y Adolec. Resultados: Diez estudios fueron incluidos. La mayoría realizada en el Nordeste. La participación en las clases de EF varió de 29,3 a 75,0%. La variable comporta-mental asociada a la participación fue la práctica de actividad física. Conclusión: Pocos estu-dios realizados. La mayoría realizados en el Nordeste. Se fomenta la producción de estudios en otras regiones de Brasil, utilización de otros instrumentos, investigación de los factores asociados e identificación de los motivos que conducen a la participación en las clases de EF.

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The aim of this study was to examine the independent and combined associations of physical activity and different types of screen time in cardiovascular disease risk factors in adolescents. The sample was comprised for 1,045 adolescents (51.7% female) aged 11-17 years old randomly selected. Screen time was considered by the self-related electronic devices such as time watching TV, using computer (PC) and playing videogame (VG). Physical activity was estimated by the number of steps per day (steps/day) measured by pedometers. Cardiovascular risk factors were sum of triceps and subscapular skin-folds (∑SF), total cholesterol (TC) and blood pressure (BP). Predictors and outcome variables were dichotomized using standardized cut off points. Categories of steps/day and different types of screen time were cross tabulated to the combined analyses. A set of sociodemographic variables was used as confounders. To test the independent and combined associations Chi-square tests (unadjusted) and binary logistic regression (adjusted) were used. TV time was directly and independently associated to ∑SF in females and to TC in males. Steps/day was inversely and independently associated to TC and to BP (not in female). Overall, combined analyses showed that adolescents who did not meet recommendations of steps/day and exposure an excessive screen time are more likely to present car-diovascular risk factor. Public health programs to increase physical activity and reduce screen time, especially TV time, should be developed to improve and prevent cardiovascular health in adolescents

O objetivo deste estudo foi identificar as associações independentes e combinadas da atividade física e de diferentes tipos de tempo de tela com fatores de risco para doenças cardiovasculares (DCV ) em adolescentes. A amostra foi composta por 1.045 adolescentes (51,7% meninas) de 11 a 17 anos de idade selecionados aleato-riamente. O tempo de tela (TT) foi considerado a partir do autorrelato do tempo de médio diário assistindo TV, e usando computador (PV ) e jogando videogame ( VG). A atividade física foi estimada pelo número de passos (passos/dia) medido por pedômetros. Os fatores de risco para DCV foram o somatório de dobras cutâneas (∑DC), colesterol total (CT) e pressão arterial (PA). Preditores e desfechos foram dicotomizados usando pontos de corte padronizados. As categorias do passos/dia e TT foram combinadas. Diferentes variá-veis sociodemográficas foram utilizadas como variáveis de ajuste. Para testar as associações independentes e combinadas foram utilizados teste qui-quadrado (brutas) e a regressão logística binária (ajustada). O tempo de TV se associou direta e independentemente com o ∑DC nas meninas e com o CT nos meninos. Os passos/dia se associou inversa e independentemente com o CT e a PA (meninos). De maneira geral, as análises combinadas mostraram que adolescentes que não atendem as recomendações para passos/dia e TT apresen-tam probabilidade aumentada de estarem expostos a fatores de risco para doenças CDV. Programas de saúde pública para o aumento da atividade física e redução do tempo de tela, principalmente o tempo de TV, devem ser desenvolvidos para prevenção da saúde cardiovascular de adolescentes

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OBJECTIVE Translate the Patient-centered Assessment and Counseling for Exercise questionnaire, adapt it cross-culturally and identify the psychometric properties of the psychosocial scales for physical activity in young university students. METHODS The Patient-centered Assessment and Counseling for Exercise questionnaire is made up of 39 items divided into constructs based on the social cognitive theory and the transtheoretical model. The analyzed constructs were, as follows: behavior change strategy (15 items), decision-making process (10), self-efficacy (6), support from family (4), and support from friends (4). The validation procedures were conceptual, semantic, operational, and functional equivalences, in addition to the equivalence of the items and of measurements. The conceptual, of items and semantic equivalences were performed by a specialized committee. During measurement equivalence, the instrument was applied to 717 university students. Exploratory factor analysis was used to verify the loading of each item, explained variance and internal consistency of the constructs. Reproducibility was measured by means of intraclass correlation coefficient. RESULTS The two translations were equivalent and back-translation was similar to the original version, with few adaptations. The layout, presentation order of the constructs and items from the original version were kept in the same form as the original instrument. The sample size was adequate and was evaluated by the Kaiser-Meyer-Olkin test, with values between 0.72 and 0.91. The correlation matrix of the items presented r < 0.8 (p < 0.05). The factor loadings of the items from all the constructs were satisfactory (> 0.40), varying between 0.43 and 0.80, which explained between 45.4% and 59.0% of the variance. Internal consistency was satisfactory (α ≥ 0.70), with support from friends being 0.70 and 0.92 for self-efficacy. Most items (74.3%) presented values above 0.70 for the reproducibility test. CONCLUSIONS The validation process steps were considered satisfactory and adequate for applying to the population.

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