Autoeficacia para la actividad física en adolecentes: una revisión integrativa
DOI:
https://doi.org/10.33448/rsd-v9i9.7753Palabras clave:
Autoeficacia; Enseñanza; Educación y Entrenamiento Físico; Actividad Motora; Revisión.Resumen
Autoeficacia para actividad física (AEAF) se define como el juicio que un individuo tiene sobre sus capacidades de ejercerla en un determinado nivel de logro, envolviendo un componente cognitivo y un poder de decidir. El objetivo de la revisión integrativa fue identificar estudios sobre AEAF, producidos en el contexto de la Educación Física Escolar brasileña o extranjera, para conocer sus recortes metodológicos y principales resultados. Se analizaron cualitativamente 15 estudios, publicados desde 2008 hasta 2018 en portugués e inglés, seleccionados a través de las bases de datos: Google Académico; BIREME/BVS; PUBMED; SCOPUS; e WEB OF SCIENCE, empleando la termo autoeficacia y las palabras-clave Educación Física, salud y enseñanza. Las pesquisas, en su mayoría en inglés, solamente dos en portugués, enfatizan los dominios de la autoeficacia para la tarea, la autoeficacia para superar barreras y el modelo tripartite. Esos dominios pueden explicar cambios de comportamiento hacia la actividad física entre géneros, variaciones de autoeficacia post entrenamiento e implicaciones de aspectos relacionales de la autoeficacia para el contexto educativo.
Citas
Ashford, S.; Edmunds, J. & French, D. P. (2010). What is the best way to change self-efficacy to promote lifestyle and recreational physical activity? A systematic review with metanalysis. British Journal of Health Psychology, 15(Pt 2), 265-88. doi: 10.1348/135910709X461752
Bandura, A. (1997). Self-efficacy: the exercise of control. New York: Freeman.
Bandura, A. (2004). Health promotion by social cognitive means. Health Education & Behavior, 31(2), 143-64. doi: 10.1177/1090198104263660.
Bandura, A. (2006). Guide for Constructing Self-Efficacy Scales. In F. Pajares & T.S. Urdan, (Eds.), Self-Efficacy Beliefs of Adolescents (pp. 307-337). Greenwich: Age Information Publishing.
Beauchamp, M. B.; Crawford, K. & Jackson, B. (2019). Social cognitive theory and physical activity: mechanisms of behavior change, critique and legacy. Psychology of Sport and Exercise, 42,110-117. doi: https://doi.org/10.1016/j.psychsport.2018.11.009.
Becker, H.; Stuifbergen, A., Oh, H. S. & Hall, S. (1993). Self-rated abilities for health practices: a health self-efficacy measure. Health Values, 17, 42-50.
Bourne, J., Liu, Y.; Shields, C. A.; Jackson, B.; Zumbo, B. D. & Beauchamp, M. R. (2015). The relationship between transformational teaching and adolescent physical activity: The mediating roles of personal and relational efficacy beliefs. Journal of Health Psychology, 20(2), 132-43. doi: 10.1177/1359105313500096.
Brooke, H. L. Corder, K., Griffin, S. J., Ekelund, U. & van Sluijs E. M. (2013). More of the same or a change of scenery: an observational study of variety and frequency of physical activity in British children. BMC Public Health, 13(761). doi: 10.1186/1471-2458-13-761.
Cataldo, R., John, J. Chandran, L., Pati, S. & Shroyer, A. L. (2013). Impact of physical activity intervention programs on self-efficacy in youths: a systematic review. ISRN obesity, 2013, 586497. doi:10.1155/2013/586497.
Chen, H. & Dai, J. (2016). Does gender moderate the direct and indirect relationships between different sources of social support and adolescents’ physical activity? Journal of Physical Activity and Health. 2016, 13(8), 874-81. doi: 10.1123/jpah.2015-0547.
Chilton, J .M.; Haas, B. K. & Gosselin, K. P. (2014). The Effect of a Wellness Program on Adolescent Females. Western Journal of Nursing Research, 36(5), 581-98. doi: 10.1177/0193945913508844.
Corder, K., Brown, H. E., Schiff, A. & van Sluijs, E. M. (2016). Feasibility study and pilot cluster randomised controlled trial of the GoActive intervention aiming to promote physical activity among adolescents: outcomes and lessons learnt. BMJ Open, 6(11), e012335. doi: 10.1136/bmjopen-2016-012335.
Costa Filho, R. A. & Iaochite R T. (2017). Formação Inicial de Professores e Crenças de Autoeficácia para Ensinar Educação Física na Escola. In R.T. Iaochite & R.G. Azzi (Org.), Autoeficácia em Contextos de Saúde, Educação e Política (pp. 67-81). 1st ed. Porto Alegre: Editora Letra1.
Dewar, D. L., Lubans, D. R., Plotnikoff, R .C. & Morgan, P .J. (2012). Development and evaluation of social cognitive measures related to adolescent dietary behaviors. International Journal of Behavioral Nutrition and Physical Activity, 9(36). doi: 10.1186/1479-5868-9-36.
Dewar, D. L., Plotnikoff, R. C., Morgan, P. J., Okely, A. D., Costigan, S. A. & Lubans, D. R. (2013). Testing social-cognitive theory to explain physical activity change in adolescent girls from low-income communities. Research Quaterly for Exercise and Sport, 84(4):483-91. Doi: 10.1080/02701367.2013.842454.
Dishman, R. K., Motl, R. W., Saunders, R. P., Dowda, M., Felton, G., Ward, D. S. & Pate, R. R. (2002). Factorial invariance and latent mean structure of questionnaires measuring social-cognitive determinants of physical activity among Black and White adolescent girls. Preventive Medicine, 34(1), 100-8. doi: 10.1006/pmed.2001.0959.
Dishman, R. K., Saunders, R. P., Motl, R. W., Dowda, M. & Russell, P. R. (2009). Self-Efficacy Moderates the Relation Between Declines in Physical Activity and Perceived Social Support in High School Girls. Journal of Pediatric Psychology, 34(4), 441-451. doi: 10.1093/jpepsy/jsn100.
Dumith, S. C., Gigante, D. P., Domingues M. R. & Kohl H. W. 3rd. (2011). Physical activity change during adolescence: a systematic review and a pooled analysis. International Journal of Epidemiology, 40(3), 685-98. doi: 10.1093/ije/dyq272.
Feltz, D. L.; Short, S. E. & Sullivan, P. J. (2008). Self-efficacy in sport. Champaign, IL: Human Kinetics.
Hallal, P. C, Andersen, L. B., Bull, F. C., Guthold, R., Haskell, U., ..., Wells, J. C. (2012). Global physical activity levels: surveillance progress, pitfalls, and prospects. Lancet. 380(9838), 247-57. doi: 10.1016/S0140-6736(12)60646-1.
Hamilton, K.; Warner, L. M. & Schwarzer, R. (2017). The Role of Self-Efficacy and Friend Support on Adolescent Vigorous Physical Activity. Health Education & Behavior, 44(1), 175-181. doi:10.1177/1090198116648266.
Iaochite, R. T. & Neto, S. S. (2015). O ensino de hábitos saudáveis na escola: compartilhando experiências de um projeto PIBID em Educação Física. In XII EDUCERE, III SIRSSE, V SIPD. Cátedra UNESCO e IX ENAEH; 2015, Curitiba, PR. XII EDUCERE, III SIRSSE, V SIPD. Cátedra UNESCO e IX ENAEH (p. 28845-28857). Curitiba, PR: PUCPR.
Instituto Brasileiro de Geografia e Estatística. (2016). Pesquisa Nacional de Saúde do Escolar. Coordenação de População e Indicadores Sociais. Rio de Janeiro: IBGE. Recuperado de http://biblioteca.ibge.gov.br/visualizacao/livros/liv97870.pdf.
Jackson, B., Myers, N. D., Taylor, I. M. & Beauchamp, M. R. (2012). Relational efficacy beliefs in Physical Activity classes: a test of the Tripartite Model. Journal of Sports & Exercise Psychology, 34(3), 285-304. doi: 10.1123/jsep.34.3.285.
Kennedy, S. G., Smith, J. J., Morgan, P. J., Peralta, L. R., Hilland, T. A., Eather, N .K., ...Lubans, D. (2018). Implementing Resistance Training in Secondary Schools: A Cluster Randomized Controlled Trial. Medicine & Science in Sports & Exercise. 50(1), 62-72. doi: 10.1249/MSS.0000000000001410.
Lee, C. G., Park, S., Lee, S. H., Kim, H. & Park, J. W. (2018). Social Cognitive Theory and Physical Activity Among Korean Male High-School Students. American Journal of Men´s Health, 12(4), 973-980. doi: 10.1177/1557988318754572.
Lent, R. W. & Lopez, F. G. (2002). Cognitive ties that bind: A tripartite view of efficacy beliefs in growth-promoting relationships. Journal of Social and Clinical Psychology, 21(3), 256–286. doi: 10.1521/jscp.21.3.256.22535.
Lubans D R, Morgan P, Callister R, Plotnikoff R C, Eather N, Riley N., Smith, C. J. (2011). Test–retest reliability of a battery of field-based health-related fitness measures for adolescents. Journal of Sports Science, 29(7), 685-93. doi: 10.1080/02640414.2010.551215.
Lubans, D. R., Okely, A. D., Morgan, P. J., Cotton, W., Puglisi, L. & Miller, J. (2012). Description and evaluation of a social cognitive model of physical activity behaviour tailored for adolescent girls. Health Education Research, 27(1):115-28. doi: 10.1093/her/cyr039.
Lubans, D. R., Smith, J. J., Peralta, L. R., Plotnikoff, R. C., Okely, A. D., Salmon, J., ..., Morgan, P. J. (2016). A school-based intervention incorporating smartphone technology to improve health-related fitness among adolescents: rationale and study protocol for the NEAT and ATLAS 2.0 cluster randomised controlled trial and dissemination study. BMJ Open, 6(6), e010448. doi: 10.1136/bmjopen-2015-010448.
Matias, T. S., Rolim, M. K., Kretzer, F. L., Schmoelz, C. P., Vasconcellos, D. I. & Andrade, A. (2009). Estilo de vida, nível habitual de atividade física e percepção de autoeficácia de adolescentes. Revista da Educação Física/UEM, 20(2), 235-243. doi: 10.4025/reveducfis.v20i2.6413.
Motl, R. W., Dishman, R. K., Trost, S. G., Saunders, R. P., Dowda, M., Felton, G., Ward, D. S. & Pate, R. R. (2000). Factorial validity and invariance of questionnaires measuring social-cognitive determinants of physical activity among adolescent girls. Preventive Medicine, 31(5): 584–94. doi: 10.1006/pmed.2000.0735.
Pate, R. R., Trost, S. G., Felton, G. M., Ward, D. S., Dowda, M. & Saunders, R. (1997). Correlates of physical activity behavior in rural youth. Research Quaterly for Exercise and Sport, 68(3), 241–8. doi: 10.1080/02701367.1997.10608003.
Plotnikoff, R. C., Costigan, S. A., Karunamuni, N., & Lubans, D. R. (2013). Social cognitive theories used to explain physical activity behavior in adolescents: A systematic review and meta-analysis. Preventive Medicine, 56(5), 245-53. doi: 10.1016/j.ypmed.2013.01.013.
Ryan, G. J. & Dzewaltowski, D.A. (2002). Comparing the Relationships Between Different Types of Self-Efficacy and Physical Activity in Youth. Health Education & Behavior, 29(4),491-504. doi: 10.1177/109019810202900408.
Schwarzer, R. & Jerusalem, M. (2004). General self-efficacy scale. In S. Salek, (Ed.). Compendium of quality of life instruments. Cardiff: Centre for Socioeconomic Research, Cardiff University. Haslemere, England: Euromed Communications. [CDROM publication].
Silva, L. J., Matsudo, V. K., Andrade, V. R., Azevedo, M., Ferrari, G. L., Oliveira, L. C., . . ., Matsudo, S. M. M. (2016). The prevalence of physical activity and its associated Effects among student in the São Paulo public schools network, Brazil. Ciência & Saúde Coletiva, 21(4), 1095-103. doi: 10.1590/141381232015214.19792015.
Smith, J. J., Beauchamp, M. R., Faulkner, G., Morgan, P. J., Kennedy, S. G. & Lubans, D.R. (2018). Intervention effects and mediators of well-being in a school-based physical activity program for adolescents: The ‘Resistance Training for Teens’ cluster RCT. Mental Health and Physical Activity, 15, 88-94. doi: 10.1016/j.mhpa.2018.08.002.
Souza, C. A., Rech, C .R., Sarabia, T. T., Añez, C. R. & Reis, R. S. (2013). Autoeficácia e atividade física em adolescentes de Curitiba, Paraná, Brasil. Cadernos de Saúde Pública, 29(10), 2039–2048. doi: 10.1590/0102-311X00127312.
Souza, M. T.; Silva, M. D. & Carvalho, R. (2010). Revisão integrativa: o que é e como fazer. Einstein (São Paulo), 8(1), 102-6. doi: 10.1590/s1679-45082010rw1134.
Spence, J. C., Blanchard, C. M., Clark, M., Plotnikoff, R .C., Storey, K. E. & McCargar, L. (2010). The Role of Self-Efficacy in Explaining Gender Differences in Physical Activity Among Adolescents: A Multilevel Analysis. Journal of Physical Activity and Health, 7(2), 176-83. doi: http://dx.doi.org/10.1123/jpah.7.2.176.
Taymoori, P.; Rhodes, R. E. & Berry, T. R. (2010). Application of a social cognitive model in explaining physical activity in Iranian female adolescents. Health Education Research, 25(2), 257-67. doi: 10.1093/her/cyn051.
Voskuil, V. R. & Robbins, L. B. (2015). Youth physical activity self-efficacy: a concept analysis. Journal of Advanced Nursing, 71(9), 2002-19. doi: 10.1111/jan.12658.
World Health Organization. (2010). Global Recommendations on Physical Activity for Health. Geneva: WHO. Recuperado de https://www.ncbi.nlm.nih.gov/books/NBK305057/.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2020 Bruno dos Santos Gouvea; Katia Regina Xavier da Silva; Thaís Porto Amadeu
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
Los autores que publican en esta revista concuerdan con los siguientes términos:
1) Los autores mantienen los derechos de autor y conceden a la revista el derecho de primera publicación, con el trabajo simultáneamente licenciado bajo la Licencia Creative Commons Attribution que permite el compartir el trabajo con reconocimiento de la autoría y publicación inicial en esta revista.
2) Los autores tienen autorización para asumir contratos adicionales por separado, para distribución no exclusiva de la versión del trabajo publicada en esta revista (por ejemplo, publicar en repositorio institucional o como capítulo de libro), con reconocimiento de autoría y publicación inicial en esta revista.
3) Los autores tienen permiso y son estimulados a publicar y distribuir su trabajo en línea (por ejemplo, en repositorios institucionales o en su página personal) a cualquier punto antes o durante el proceso editorial, ya que esto puede generar cambios productivos, así como aumentar el impacto y la cita del trabajo publicado.
