Introduction Physical inactivity is an important risk factor for the development of pathologies in childhood and an increasing number of young people are unable to reach the time indicated in the guidelines for physical activity. Dedicating more time to physical activity during the school day can be problematic, therefore, time-efficient physical activity strategies, which can be obtained between the various frontal lessons and which do not affect school performance, should be used, a solution could be the use of Active Breaks. Target The main purpose of this thesis was to verify the pupils' physical activity levels by proposing a program focused on Active Breaks. The goal was to promote physical activity as much as possible by assessing whether Active Breaks could be a means by which students were able to spend more time on physical activity than in the previous weeks. Materials and methods On a voluntary basis, 57 students aged between 7 and 10 were recruited, all attending the Comprehensive Institute in via Scopoli (PV). The subjects underwent a training protocol containing different types of Active Breaks and subsequently a questionnaire was proposed to be completed. Intervention The training protocol proposed to the 57 students included five different types of Active Breaks, the student could choose whether to carry out a single activity or all the proposed activities even several times a day / week. All the Active Breaks proposed were different from each other, had different activities and exercises but were all united by the activation and recruitment of the main muscle groups, by the use of background music and by the 360 ° involvement that the activity was able to transmit. Results The analysis of the results shows that the average rating, resulting from the results on a sample of 57 students, is 4.38 on the Likert 1 to 5 scale; on average, during the week, Active Breaks were performed and repeated 4.5 times on average. 91% of the students preferred to change the type of activity rather than repeating the same, as done by the remaining 9%; another very significant figure, deriving from the 54 affirmative answers unlike the 3 subjects who did not consider that this method allowed them to perform more physical activity than in the previous weeks, is the confirmation that this training protocol has allowed the subjects under examination to spend more time on physical activity than in previous weeks. Finally, as regards the perception of effort, the average of the values deriving from the analysis of the questionnaire is equal to 12.35, on a scale from 6 to 20, a value corresponding to the item "a little intense". Conclusions Through this experimental study, it has been highlighted how Active Breaks can be a tool, as well as useful to ensure sufficient levels of physical activity in the youth population, they can also be a new innovative methodology that can be carried out during the usual course of the year school. The Active Breaks were an intervention able to satisfy most of the subjects under examination, as they were fun, engaging, easy to implement and above all they can be used during the frontal lessons in the classroom to interrupt a prolonged sedentary behavior, highlighting the importance of motor activity in infancy and primary school.
Introduzione L’inattività fisica è un importante fattore di rischio per lo sviluppo di patologie in età infantile e un numero crescente di giovani non riesce a raggiungere il tempo indicato nelle linee guida sull’attività fisica. Dedicare maggior tempo all’attività fisica durante la giornata scolastica può essere problematico, pertanto, devono essere utilizzate strategia di attività fisiche efficienti in termini di tempo, ricavabili tra le varie lezioni frontali e che non pregiudichino il rendimento scolastico, una soluzione potrebbe essere l’utilizzo delle Active Breaks. Obiettivo Lo scopo principale di questo lavoro di tesi è stato quello di verificare i livelli di attività fisica degli alunni proponendo un programma incentrato sulle Active Breaks. L’obiettivo è stato quello di promuovere, quanto più possibile la pratica dell’attività motoria, valutando se le Active Breaks potessero essere un mezzo grazie al quale gli studenti riuscissero a dedicare più tempo all’attività fisica rispetto alle settimane precedenti. Materiali e Metodi Su base volontaria sono stati reclutati 57 studenti di età compresa tra 7 e 10 anni, tutti frequentanti l’Istituto Comprensivo di via Scopoli (PV). I soggetti sono stati sottoposti ad un protocollo di allenamento contenente diverse tipologie di Active Breaks e successivamente è stato proposto un questionario da compilare. Intervento Il protocollo di allenamento proposto ai 57 studenti prevedeva cinque tipi di Active Breaks diverse tra loro, lo studente poteva scegliere se effettuare una sola attività o tutte le attività proposte anche per più volte al giorno/settimana. Tutte le Active Breaks proposte erano diverse tra loro, avevano attività ed esercizi differenti ma erano accomunate tutte dall’attivazione e reclutamento dei principali gruppi muscolari, dall’utilizzo di musica in sottofondo e dal coinvolgimento a 360° che l’attività riusciva a trasmettere. Risultati Dall’analisi dei risultati si evince che la media di gradimento, derivante dai risultati su un campione di 57 studenti, è pari a 4,38 della scala Likert 1 a 5; mediamente, nel corso della settimana, le Active Breaks sono state eseguite e ripetute mediamente 4,5 volte. Il 91% degli studenti ha preferito cambiare tipo di attività piuttosto che ripetere sempre la stessa, come fatto dal restante 9%; un altro dato molto significativo, derivante dalle 54 risposte affermative a differenza dei 3 soggetti che non hanno ritenuto che questa metodica abbia permesso loro di effettuare più attività fisica rispetto alle settimane precedenti, è la conferma che questo protocollo di allenamento abbia consentito ai soggetti in esame di dedicare maggior tempo all’attività fisica rispetto alle settimane precedenti. Infine, per quanto riguarda la percezione dello sforzo, la media dei valori derivanti dall’analisi del questionario è uguale a 12,35, su una scala da 6 a 20, un valore corrispondente alla voce “un po' intenso”. Conclusioni Tramite questo studio sperimentale, è stato messo in risalto come le Active Breaks possano essere uno strumento, oltre che utile per garantire sufficienti livelli di attività fisica nella popolazione giovanile, possano essere anche una nuova metodologia innovativa da poter effettuare durante il consueto svolgimento dell’anno scolastico. Le Active Breaks sono risultate un intervento in grado di soddisfare gran parte dei soggetti in esame, in quanto sono risultate divertenti, coinvolgenti, facili da attuare e soprattutto possono essere utilizzate durante le lezioni frontali in classe per interrompere un prolungato comportamento sedentario, evidenziando l’importanza dell’attività motoria nell’età dell’infanzia e nella scuola primaria.
Active Breaks: un nuovo approccio per l’educazione motoria nella scuola primaria
CINELLI, GIANLUCA
2019/2020
Abstract
Introduction Physical inactivity is an important risk factor for the development of pathologies in childhood and an increasing number of young people are unable to reach the time indicated in the guidelines for physical activity. Dedicating more time to physical activity during the school day can be problematic, therefore, time-efficient physical activity strategies, which can be obtained between the various frontal lessons and which do not affect school performance, should be used, a solution could be the use of Active Breaks. Target The main purpose of this thesis was to verify the pupils' physical activity levels by proposing a program focused on Active Breaks. The goal was to promote physical activity as much as possible by assessing whether Active Breaks could be a means by which students were able to spend more time on physical activity than in the previous weeks. Materials and methods On a voluntary basis, 57 students aged between 7 and 10 were recruited, all attending the Comprehensive Institute in via Scopoli (PV). The subjects underwent a training protocol containing different types of Active Breaks and subsequently a questionnaire was proposed to be completed. Intervention The training protocol proposed to the 57 students included five different types of Active Breaks, the student could choose whether to carry out a single activity or all the proposed activities even several times a day / week. All the Active Breaks proposed were different from each other, had different activities and exercises but were all united by the activation and recruitment of the main muscle groups, by the use of background music and by the 360 ° involvement that the activity was able to transmit. Results The analysis of the results shows that the average rating, resulting from the results on a sample of 57 students, is 4.38 on the Likert 1 to 5 scale; on average, during the week, Active Breaks were performed and repeated 4.5 times on average. 91% of the students preferred to change the type of activity rather than repeating the same, as done by the remaining 9%; another very significant figure, deriving from the 54 affirmative answers unlike the 3 subjects who did not consider that this method allowed them to perform more physical activity than in the previous weeks, is the confirmation that this training protocol has allowed the subjects under examination to spend more time on physical activity than in previous weeks. Finally, as regards the perception of effort, the average of the values deriving from the analysis of the questionnaire is equal to 12.35, on a scale from 6 to 20, a value corresponding to the item "a little intense". Conclusions Through this experimental study, it has been highlighted how Active Breaks can be a tool, as well as useful to ensure sufficient levels of physical activity in the youth population, they can also be a new innovative methodology that can be carried out during the usual course of the year school. The Active Breaks were an intervention able to satisfy most of the subjects under examination, as they were fun, engaging, easy to implement and above all they can be used during the frontal lessons in the classroom to interrupt a prolonged sedentary behavior, highlighting the importance of motor activity in infancy and primary school.È consentito all'utente scaricare e condividere i documenti disponibili a testo pieno in UNITESI UNIPV nel rispetto della licenza Creative Commons del tipo CC BY NC ND.
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https://hdl.handle.net/20.500.14239/11771