08 SES 16 B, Role of education in relation to prevention issues
The human being is less and less dependent on his physical abilities to survive, this is due to the fact that work and daily activities with physical predominance have been reduced and in some cases extinguished. If, on the one hand, technological resources have increased the productivity of consumer goods, on the other they have contributed negatively to the basal levels of physical activity (Gómez Campos et al., 2012, p. 307). The nature of children's leisure activities has changed dramatically in recent decades. In the past, childhood spent much of their leisure time practicing active outdoor games. However, television, computer games, the use of cell phones and the Internet have caused children and adolescents of both sexes to devote more and more time to sedentary activities. The importance of physical activity for the social, mental and physical health of children and adolescents is indisputable, and therefore it is essential to carry out worldwide efforts in order to "reintroduce" physical activity into the life of our childhood and our adolescence (Aznar Laín y Webster, 2006).
Objective: The main objective of this research is to know and value the perception that young Spaniards and immigrants of Moroccan origin have about the physical activity they perform, their rest and their leisure time.
Participants: The participants who answer the questionnaire are 1618 subjects of which 1191 are Spanish and 427 are immigrants of Moroccan origin. The participants in photovoices are 30; 15 Spanish and 15 of Moroccan origin.
Method: the research uses mixed methods.
For the quantitative study, a questionnaire was applied consisting of the subscale Physical wellbeing complemented with items about sleep, leisure time, and time that the children and teenagers are using screens (TV, computer, tablet and mobile). The Physical wellbeing subscale, from the KIDSCREEN 27, includes: Activity, physical form and energy. The reliability of the questionnaire is α = 0.76.
For the qualitative dimension, the main technique for data collection is the PhotoVoice. The chosen approach is a combination of photographs and narratives that accompany them.
- There is a decrease in physical activity in adolescents with age, being more marked for girls.
- Women report more social and bodily barriers with respect to physical activity than men (χ2 = 13.551 and p = 0.004).
- Men and women of Moroccan origin have the worst sleep patterns.
- The leisure time of permanence in front of the screens is excessive, especially on weekends.
- The development of physical activity focuses on football, along with athletics, especially for Moroccan men. In addition to practicing in moments of leisure has led to the incorporation of these to federated teams in the area. Spanish men participate in regulated physical activities, but only in the field of leisure.
- In the case of Moroccan adolescents, the practice of physical activity is closely linked to gender. In the case of the girls, the physical exercise outside the institute is doing the housework, washing the dishes and walking.
- On the other hand, Spanish girls represent activities with a moderate to high level of energy consumption and differ from their counterparts of Moroccan origin in terms of physical space, which in this case are not limited to the domestic sphere.
The participants of the quantitative research are 1618 children and adolescents of which 1191 are Spanish and 427 are immigrants of Moroccan origin. The qualitative research participants are 30 of which 15 are Spanish and 15 of Moroccan origin. Research in social sciences and health, increasingly, are characterized by methodological pluralism (Coller, 2005). Research based on the combination of quantitative and qualitative techniques facilitates the approach to the object analysis and enables a better knowledge of reality. In this research for the quantitative dimension, a scale composed of the subscale Physical wellbeing is used. This subscale, from the KIDSCREEN 27 questionnaire, includes: Activity, physical form and energy, which is complemented with items about free time and time that children and young people use the screens (TV, computer, tablet and mobile). This new scale yields α = 0.76. For the qualitative dimension, as main technique for data collection we use the PhotoVoice. Photographs are a means to capture visual information from the experience (Wang et al, 2004, Ricart i Masip 2011). In addition, the nature of this technique greatly facilitates the process of triangulation, basic and fundamental in any qualitative research. The triangulation allows to give validity and credibility to a study, to protect from the tendencies of the researcher and to confront and submit to reciprocal control the stories of different informants. In this case, once the informed consent was obtained from the informants' legal representatives, the adolescents were explained the objective of the study and how to proceed to collect 15 photographs in accordance with the proposed objective. The researchers selected 6 photographs of each one of the participants and based on them, each of the participants was interviewed. The chosen approach is a combination of photographs and narratives that accompany them. The acquired data is transcribed, stored, classified, categorized and ordered with the help of the computer application of Atlas.ti qualitative analysis programme. At the same time, a theoretical and interdisciplinary triangulation was carried out by using several interpretative perspectives from different disciplines to analyze the data, as well as methodological when comparing the data obtained through the qualitative approach with those collected through the questionnaires (quantitative ).
Quantitative results. • There is a decrease in physical activity in adolescents with age, being more marked for girls. • Women report more social and bodily barriers with respect to physical activity than men (χ2 = 13.551 and p = 0.004). In men, there is a greater perception of physical strength to run, with a slight tendency toward greater physical vigor in those of Moroccan origin compared to the Spanish. The girls presented differences (χ2 = 28.038 and p <0.001) depending on the ethnic origin, the Spanish women have greater physical predisposition to develop physical exercise. • Boys and girls of Moroccan origin have the worst sleep patterns due to the significant consumption of teine and caffeine, a result obtained in another study. • Leisure activities, which do not involve physical activity, such as the time spent watching television, computer games and mobile phone use, show an excessive number of hours, reaching weekends at 7.5 hours a day in Spaniards and 11.3 in Moroccans. Qualitative results • The qualitative results inform us that the development of physical activity focuses on football, along with athletics, especially for Moroccan men. In addition to practicing in moments of leisure has led to the incorporation of these to federated teams in the area. Spanish men participate in regulated physical activities, but only in the leisure time. • This is the case of Moroccan adolescents, the practice of physical activity is closely linked to gender. In the case of the girls, the physical exercise outside the institute is house working, washing the dishes and walking. • On the other hand, Spanish girls perform activities with a moderate-high energy consumption level and differ from their counterparts of Moroccan origin in terms of physical space, which in this case are not limited to the domestic sphere.
Aznar Laín, S., y Webster, T. (2006). Actividad Física y Salud en la Infancia y la Adolescencia. Guía para todas las personas que participan en su educación. Ministerio de Educación y Ciencia. Secretaría General de Educación Centro de Investigación y Documentación Educativa (CIDE). Madrid: Ministerio de Sanidad y Consumo. Dirección General de Salud Pública Subdirección General de Promoción de la Salud y Epidemiologia. Baydur H, Ergin D, Gerçekliogl G; Eser E. (2016). Reliability and validity study of the KIDSCREEN Health-Related Quality of Life Questionnaire in a Turkish child/adolescent population. Anadolu Psikiyatri Dergisi. Dec, 496-505. Davó, M. C. y Ruiz, M. T. (2010) Escuelas saludables. In Colomer Revuelta, C. y Álvarez-Dardet Díaz, C. Promoción de la Salud y Cambio Social. (pp. 125-147). Barcelona: Masson. Gómez Campos, R., Vilcazán, E., De Arruda, M., Español, JE. y Cossio-Bolaños, MA. (2012). Validación de un cuestionario para la valoración de la actividad física en escolares adolescentes. An. Fac. Med. 73, (4),307-314. Green J., Tones K, Cross R. and Woodall (2015) Health Promotion Planning & Strategies, (3rd Ed.), London, Sage Publications. Hernán, M., Lineros, C y Morgan, A. (2012). Los activos para la salud personales, familiares y comunitarios. In Hernán, M., Morgan, A. y Mena, L. (Eds). Formación en Salutogénesis y Activos para la Salud. (pp. 15-25). Granada: Escuela Andaluza de Salud Pública. Jerdén L, Burell G, Stenlund H, Weinehall L, Bergström E. (2011). Gender differences and predictors of self-rated health development among Swedish adolescents. Journal Adolesc Health, 48 (2), 143-150. Judd, J., Frankish, J. y Moulton, G. (2001). Setting standards in the evaluation of community based health promotion programmes — a unifying approach. Health Promotion International, 16 (4), 367-379. Juvinya-Canal, D (2013). Salutogénesis, nuevas perspectivas para promover la salud. Enfermería Clínica, 23 (3), 87-88. Lima-Serrano M, Lima-Rodríguez S, Sáez-Bueno A. (2012). Diseño y validación de dos Escalas para Medir la Actitud hacia la Alimentación y la Actividad Física Durante la Adolescencia. Revista Española de Salud Pública. 86, 253-268. Nota, L., Soresi, S., Ferrari, L. and Wehmeyer, M.L. (2011). A Multivariate Analysis of the Self-Determination of Adolescents. J Happiness Stud, Journal Adolesc Health, 12, 245–266.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.