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The aims consist in to describe the reasons for participating in school physical education classes for adolescents between the sixth and ninth grade of elementary school and to compare the occurrence of reasons between genders. This is descriptive research, carried out with 71 adolescents with an average age of 13 years, 27 girls and 44 boys in a school in southern Brazil. To assess the reasons, a diagnosis was made with two open questions. The responses were summarized in categories according to the content analysis. Afterward, they were transformed into 3 quantitative dummy variables. A descriptive analysis of occurrences was carried out and the prevalence ratio between genders was calculated. The results suggest that the individual reasons were diverse, the adolescents believe that physical education is "legal", important for the body, for aesthetics, for health, wellbeing, for playing, for playing games, for having sports, for dancing, physical exercises, for enjoying outdoor activities. The comparison between sexes points out that there is only 18% of girls versus 47% of boys (PR: 0.248; p = 0.016) who adhere due to physical exercise and sport, and 44% of girls versus 20% of boys reported physical fitness and health (PR: 3.111; p = 0.035). It is concluded that adolescents have several reasons for participating in physical education. Sport and physical exercise are reasons described by boys. Girls indicated a higher occurrence of reasons in physical fitness and health category. [ABSTRACT FROM AUTHOR]

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Copyright of Ciência & Saúde is the property of Revista Ciencia & Saude and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: To verify the effect of a planned intervention through pre-sport games and recreation at the square on the physical fitness levels in preschool children. Methods: Evaluative research carried out with 14 boys and 15 girls of 4 and 5 years old, selected for convenience in early childhood education. The pre-sports teaching (GJPD) with 14 children and the monitoring of children who performed outdoor recreation at the school's square (GRP) occurred during 16 weeks in year 2016. The intervention effects were measured with tests of: 20-meter run, horizontal jump, sit-and-reach test and 1-minute sit-ups according PROESP-Br. Results: Both groups improved flexibility (pre-test GRP: 42.53 cm, post-test: 45.47 cm, t = 2.51, D = 0.31 - GJPD pretest: 42.29 cm, post- (D = 0.35), abdominal strength (GRP pre-test: 4.13 repetitions, post-test: 7.40 repetitions, t = 2.00, D = 0.40 - pre-test GJPD: 5.71 cm, post-test: 7.50 cm, t = 1.36, D = 0.29) and the horizontal jump (pre-test GRP: 50.53 cm; -test: 52.47 cm, t = 0.9, D = 0.14 - GJPD pre-test: 42.21 cm, post-test: 67.93 cm, t = 4.57, D = 1.24). Only the GJPD improved velocity in 20-meter run (pre-test: 5.99 seconds, post-test: 5.42 seconds, t = 3.26, D = 0.76). Conclusion: outdoor recreation in square and presports games trained in physical education lessons increased flexibility, abdominal strength/resistance and explosive strength of the lower limbs in children. At the intervention ends the GJPD had more higher values than GRP of velocity and lower limbs explosive strength. [ABSTRACT FROM AUTHOR]

Objective: verify the effects of a proposal school physical education on cardiometabolic health indicators in students with different occurrences of self-reported stress feeling on youth and adults education. Methods: pre-experimental study realized with 39 students, of which 20 were females in the youth and adult education (YAE). The students participated in 60 physical education classes held with mini-trampoline gymnastics. The selfreported stress was evaluated with a question with ordinary answers and the health indicators evaluated were: cardiorespiratory fitness (CF), waist circumference (WC) and systolic blood pressure (SBP). Occurrences of students with high and low stress were calculated. The effects of physical education (PE) on the indicators were measured by Cohen's D effect size. Results: The occurrence of high stress feeling decreased from 44% to 38% at the end of the intervention. The students in the low stress group had better levels of CF, WC and SBP compared to the high stress group. School physical education classes presented greater and better effects mainly on the CF and WC of the low stress group. We conclude that PE classes can help to reduce the occurrence of students with high stress by 6%, promoting the increase of CF and maintaining the measurement of WC and SBP in students with low stress. In addition, YAE students who maintained high stress did not have positive effects on cardiometabolic health indicators in the post-test period. [ABSTRACT FROM AUTHOR]

Copyright of Revista Ciência e Conhecimento is the property of Revista Ciencia e Conhecimento and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Brasileira de Prescrição e Fisiologia do Exercício is the property of Instituto Brasileiro de Pesquisa e Ensino em Fisiologia do Exercicio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)