Ambientes construído e percebido do bairro e da pré-escola e atividade física de pré-escolares em condição de vulnerabilidade social

• Ano de defesa: 2022
• Autor(a) principal: Souza Filho, Anastácio Neco de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Medicina; Programa Associado de Pós Graduação em Educação Física (UPE/UFPB); UFPB
• Palavras-chave em Português: Ambiente construído; Ambiente percebido; Prática pedagógica; Atividade física; Pré-escolares; Built environment; Perceived environment; Pedagogical practice; Physical activity; Preschoolers; Entorno construido; Ambiente percibido; Práctica pedagógica; Actividad física; Preescolares; CNPQ::CIENCIAS DA SAUDE::EDUCACAO FISICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/22802

Physical activity (PA) has been linked to the development of preschoolers. Identifying how, when, and in which scenario children practice PA is of fundamental importance. Different environments affect the practice of PA, among them the built environment (BE) that can influence or restrict PA. The role of the BE for PA is established in the other stages of life and developed countries, requiring studies referring to developing countries and in the first years of life. At the same time, the way parents and teachers perceive these environments can also interfere with PA practice. Thus, the objective of the present study was to analyze the possible associations between the BE of the neighborhood and the school, the environment perceived by teachers and parents, and the level of PA of preschoolers in social vulnerability. A total of 141 preschoolers aged three to five years in the city of João Pessoa were evaluated. The data collected were: a) sociodemographic data (sex, age, income, and parental education) through face to-face interviews; b) PA through accelerometer; c) attributes (quantity and quality) of the neighborhood and school BEs through a questionnaire, environmental audit scale, and Geographic Information System; d) the perceived environment was assessed by questionnaire through face-to-face interview. Associations were evaluated using Machine Learning techniques (Network analysis) and structural equation methods, using uni and bivariate regressions. The results of this study showed that: a) female preschool children whose mothers have a higher level of education spent more time on TPA; b) residing in neighborhoods whose leisure environments provided a greater quality and quantity of attributes for PA, greater amount of services available in each square, and conditions of cleanliness, aesthetics, and safety of spaces was positively associated with TPA; c) the parents' perception of the presence of a sports court in the neighborhood for boys, and the presence of a gym and walking places for girls, emerged as the most sensitive variables in a system of complex networks; d) preschools that provided more spaces for games and resources in their environments, preschoolers spent more time on MVPA during school hours. However, the school's aesthetic was negatively associated with this outcome; e) teachers who perceived their classrooms as promoting PA, as well as a large number of portable attributes for PA in preschool, children spent more time on MVPA throughout school hours. However, there was a negative association 12 between the number of attributes for PA in the preschool environment and the children's MVPA. The findings of this thesis support the hypothesis that in socially vulnerable preschoolers, more time spent in PA is associated with environments that provide more practice opportunities. These findings support the need to invest in these environments to minimize the harmful effects of adverse social environments on PA in early childhood.