DEPARTAMENTO DE EDUCAÇÃO FÍSICA E ESPORTES

To identify gender differences in social support dimensions' effect on adults' leisure-time physical activity maintenance, type, and time. Longitudinal study of 1,278 non-faculty public employees at a university in Rio de Janeiro, RJ, Southeastern Brazil. Physical activity was evaluated using a dichotomous question with a two-week reference period, and further questions concerning leisure-time physical activity type (individual or group) and time spent on the activity. Social support was measured with the Medical Outcomes Study Social Support Scale. For the analysis, logistic regression models were adjusted separately by gender. A multinomial logistic regression showed an association between material support and individual activities among women (OR = 2.76; 95%CI 1.2;6.5). Affective support was associated with time spent on leisure-time physical activity only among men (OR = 1.80; 95%CI 1.1;3.2). All dimensions of social support that were examined influenced either the type ...

Background: Although social support has been observed to exert a beneficial influence on leisure-time physical activity (LTPA), multidimensional approaches examining social support and prospective evidence of its importance are scarce. The purpose of this study was to investigate how four dimensions of social support affect LTPA engagement, maintenance, type, and time spent by adults during a two-year follow-up. Methods: This paper reports on a longitudinal study of 3,253 non-faculty public employees at a university in Rio de Janeiro (the Pró-Saúde study). LTPA was evaluated using a dichotomous question with a two-week reference period, and further questions concerning LTPA type (individual or group) and time spent on the activity. Social support was measured by the Medical Outcomes Study Social Support Scale (MOS-SSS). To assess the association between social support and LTPA, two different statistical models were used: binary and multinomial logistic regression models for dichotomous and polytomous outcomes, respectively. Models were adjusted separately for those who began LTPA in the middle of the follow up (engagement group) and for those who had maintained LTPA since the beginning of the follow up (maintenance group). Results: After adjusting for confounders, statistically significant associations (p < 0.05) between dimensions of social support and group LTPA were found in the engagement group. Also, the emotional/information dimension was associated with time spent on LTPA (OR = 2.01; 95% CI 1.2-3.9). In the maintenance group, material support was associated with group LTPA (OR = 1.80; 95% CI; 1.1-3.1) and the positive social interaction dimension was associated with time spent on LTPA (OR = 1.65; 95% CI; 1.1-2.7). Conclusions: All dimensions of social support influenced LTPA type or the time spent on the activity. However, our findings suggest that social support is more important in engagement than in maintenance. This finding is important, because it suggests that maintenance of LTPA must be associated with other factors beyond the individual's level of social support, such as a suitable environment and social/health policies directed towards the practice of LTPA.

Objective: To investigate the effect of five dimensions of social relationships on obesity and potential sex differences in these associations. Design and Methods: This study used longitudinal data from the Swedish Level of Living Surveys (LNU) in 1991 and 2000. The sample included 3,586 individuals. The dimensions of social relationships examined in this study include emotional support, frequency of visiting friends, marital status, marital status changes, and a Social Relationships Index (SRI). Obesity status was based on BMI (kg/m 2 ) and calculated with self-reported measurements. The association between social relationships and the incidence of obesity after 9 years of follow-up was evaluated through Poisson regressions. Results: After controlling for confounders, we found that the lack of emotional support (RR ¼ 1.98; 95% CI, 1.1-4.6) influenced the incidence of obesity among men. In addition, men with the lowest levels of SRI (RR ¼ 2.22; 95% CI, 1.1-4.4) had an increased risk of being obese. Among women, SRI was not significantly associated with obesity. Women who changed their marital status from married to unmarried had lower risk of obesity (RR ¼ 0.39; 95% CI, 0.2-0.9). Conclusions: This study provides evidence for the effect of social relationships on the incidence of obesity, with significant differences by sex.

Previous findings suggest that the loss of a family member is associated with health and mortality. The purpose of this study was to investigate the association between bereavement experiences and BMI, and whether there are socio-demographic differences in this association. To investigate the association between bereavement experiences and BMI, and whether there are socio-demographic differences in this association. We used cross-sectional data with retrospective questions from the Swedish Level of Living Survey (LNU) of 2000, including 5,142 individuals. The bereavement experiences examined in the study include the loss of a sibling, a parent or a spouse, and time since the death of a parent. BMI (kg/m2) was calculated using self-reported measurements of weight and height. The association between bereavement and BMI was evaluated through linear regressions. After controlling for possible confounders, most of the models detected an association between bereavement and BMI. The fully-...

Background: Previous findings suggest that the loss of a family member is associated with health and mortality. The purpose of this study was to investigate the association between bereavement experiences and BMI, and whether there are socio-demographic differences in this association.

As crenças, valores e teorias implícitas dos professores tomam a forma de conhecimento pessoal e têm sérias implicações para o processo ensino-aprendizagem, na medida que modelam as suas atitudes e comportamento de ensino. O objetivo desta pesquisa consistiu em caracterizar as orientações pedagógicas de 30 alunos em fase final de profissionalização no curso de licenciatura em educação física de uma IFES. Utilizou-se o questionário VOI-2 para caracterizar cinco orientações. Os graduandos relataram alta prioridade em orientações que valorizam um conjunto idiossincrático de valores sugerindo o desenvolvimento curricular pautado no equlíbrio entre diferentes concepções pedagógicas.

Resumo: O objetivo deste artigo é discutir a importância da Educação Física integrada ao Projeto Político Pedagógico [PPP] escolar visando à inclusão de alunos com necessidades educativas especiais na prática da cultura corporal. Abordamos os preceitos legais e a vivência escolar; o projeto pedagógico como articulador de ações inclusivas na escola; a Educação Física integrada ao projeto pedagógico na perspectiva da inclusão. A falta de um PPP integrado pode refletir-se na fragmentação das práticas pedagógicas, traduzindo-se em exclusão escolar e em experiências educativas pouco significativas para a formação dos alunos. Não gozar da prerrogativa de integração ao PPP é negar aos alunos o acesso a uma educação física escolar crítica e libertadora que possibilite o seu desenvolvimento como ser humano e cidadão. Palavras-chave: Educação Física. Projeto político-pedagógico. Inclusão.

Resumo: O objetivo deste artigo é discutir a importância da Educação Física integrada ao Projeto Político Pedagógico [PPP] escolar visando à inclusão de alunos com necessidades educativas especiais na prática da cultura corporal. Abordamos os preceitos legais e a vivência escolar; o projeto pedagógico como articulador de ações inclusivas na escola; a Educação Física integrada ao projeto pedagógico na perspectiva da inclusão. A falta de um PPP integrado pode refletir-se na fragmentação das práticas pedagógicas, traduzindo-se em exclusão escolar e em experiências educativas pouco significativas para a formação dos alunos. Não gozar da prerrogativa de integração ao PPP é negar aos alunos o acesso a uma educação física escolar crítica e libertadora que possibilite o seu desenvolvimento como ser humano e cidadão. Palavras-chave: Educação Física. Projeto político-pedagógico. Inclusão.