PERCEPTIONS OF URUGUAYAN ADOLESCENTS ON A PROGRAM TO PREVENT TOBACCO CONSUMPTION AND PROMOTION OF PHYSICAL
DOI:
https://doi.org/10.28997/ruefd.v0i11.4Keywords:
Adolescents; Physical condition; Obesity; Future cardiovascular risk., adolescents, physical condition, obesity, future cardiovascular riskAbstract
Objective: Activate Ya is a health promotion program that aims to prevention tobacco use and promote physical activity in adolescents at the secondary school level in Uruguay. This qualitative study explores the perceptions of the mode of delivery of the program and student participation, and the impact in knowledge and attitudes about physical activity and tobacco, according to the perspective of those participating in Activate Ya. Method: At the end of Activate Ya, focus groups were conducted in 8 schools with 50 students from 1 year of Ciclo Basico. In exploring themes from the focus groups, content analysis was applied that consisted in three reviewers: transcribing the recorded interviews from the focus groups, reviewing the transcriptions to assign codes for exploring themes, and comparing and confirming codes and themes identified. Findings: The principal themes identified through the focus groups were: active role and mode of participation of the student, key concepts of impact of Activate Ya (tobacco and physical activity), key concepts of healthy lifestyle, perceived benefits of the program, and aspects of the program that could be improved. Conclusion: Students expressed positive attitudes toward the mode of delivery of the intervention. The themes identified by the students demonstrated that the integration of this type of themes through group dynamics during curricular classes/spaces offers a promising strategy for the promotion of health of students at the secondary school level. The time of the intervention should be greater than 4 months, and if possible, through the entire school year. This study suggests that games, group dynamics, and physical activity are important tools for learning as well as the retention of key information for the health of adolescents.
References
Anderson, G.F., Waters, H., Pittman, P., Herbert,R., Chu, E. y Das, K. (2009). Communicable Chronic Diseases in Latin America and the Caribbean. Baltimore, MD: Bloomberg School of Public Health, John Hopkins University.
Azofeifa, E. G. (2006). Motivos de participación y satisfacción en la actividad física, el ejercicio físico y el deporte. Revista MHSalud®, 3(1).
Caron, J. (1996). Una teoría ecológica para la intervención comunitaria: acceso y conservación de los recursos. Intervención Psicosocial, 5(14), 53-68.
Castillo, I., Balaguer, I. y García-Merita, M. (2007). Efecto de la práctica de actividad física y de la participación deportiva sobre el estilo de vida saludable en la adolescencia en función del género.Revista de Psicología del Deporte, 16(2), 201-210.
Corrales, N., Ferrari, S., Gómez, J. y Renzi, G. (2010). La formación docente en educación física. Buenos Aires: Noveduc.
García-Sánchez, A., Burgueño-Menjibar, R., López-Blanco, D., y Ortega, F. B. (2013). Condición física, adiposidad y autoconcepto en adolescentes. Estudio piloto. Revista de Psicología del Deporte, 22(2), 453-461.
Gardner, H. (2006). Multiple Intelligences: New Horizons in Theory and Practice. Basic Books.
Garzón, P.C., Fernández, M. D., Sánchez, P. T., y Gross, M. G. (2002). Actividad Físico-Deportiva en escolares adolescentes. Retos. Nuevas tendencias en Educación Física, Deporte y Recreación, (3), 5-12.
Hernández Sampieri, R., y Fernández Collado, C.y Batista Lucio, P. (1991). Metodología de la Investigación. México DF: McGraw-Hill.
Hoellwarth, C., y Moelter, M. J. (2011). The implications of a robust curriculum in introductory mechanics. American Journal of Physics, 79(5), 540-545.
Johnson, D., y Johnson, R. (2002). Learning together and alone: Overview and meta analysis. Asia Pacific Journal of Education, 22(1), 95-105.
Johnson, D.W., y Johnson, F. (2009). Joining together: Group theory and group skills (10th ed.). Boston: Allyn & Bacon.
Junta Nacional de Drogas (2014). Sexta Encuesta Nacional sobre Consumo de Drogas en Estudiantes de Enseñanza Media. Uruguay.
Ministerio de Salud Pública. (2012). School-Based Helathy Survey. Uruguay: World Health Organization (WHO) Global.
Pate, R. & Buchner, D. (2014). Implementing physical activity strategies, Columbia: Human Kinetics.
Pato, C. y Tamayo, A. (2006). Medio Ambiente y Comportamiento Humano. Valores, Creencias Ambientales y Comportamiento Ecológico de Activismo, 7(1),51-66.
Rodríguez Sabiote, C., Lorenzo Quiles, O., y Herrera Torres, L. (2005). Teoría y práctica del análisis de datos cualitativos. Proceso general y criterios de calidad. Revista Internacional de Ciencias Sociales y Humanidades,15(2),133-154.
Sassi, F., Cecchini, M., Lauer, J. (2009). Improving lifestyles, tackling obesity: the health and economic impact of prevention strategies. In OECD Health Working Papers. Paris: OECD Publishing.
Sierra, M., Soerjomataram, I., Antoni, S., Laversanne, M., Piñeros, M., de Vires, E. (2016). Cancer patterns and trends in Central and South America. Cancer Epidemiology, 44, 23-42.
Telama, R. (2009). Tracking of Physical Activity from Childhood to Adulthood: a Review. Obesity Facts, 2(3), 187-195.
Zhang, Y., y Wildemuth, B. M. (2009). Qualitative analysis of content. In: Wildemuth, B.,(ed.) Applications of Social Research Questions in Information and Library. Westport, CT: Libraries Unlimited.
Downloads
Published
How to Cite
Issue
Section
License
