LET US Play: production and implementation of a MOOC on physical activity and health

Reis, Caroline Rezende dos; Coelho-Ravagnani, Christianne de Faria; Ravagnani, Fabricio Cesar de Paula

doi:10.12820/rbafs.29e0351

person Caroline Rezende dos Reis

Conceptualization · Methodology · Development · implementation · and testing of software · Data validation · experiments · Data analysis · Research · Provision of tools · Data curation · Project administration · Design of data presentation · Writing the original manuscript · Approval of the final version of the manuscript

schoolInstituto Federal de Mato Grosso do Sul, Campus Campo Grande, Campo Grande, Mato Grosso do Sul, BrasilschoolUniversidade Federal de Mato Grosso do Sul, Grupo de Pesquisa em Exercício e Nutrição na Saúde e Rendimento, Campo Grande, Mato Grosso do Sul, BrasilschoolInstituto Federal de Mato Grosso do Sul, Grupo de Pesquisa em Educação, Saúde, Tecnologia, Inovação e Cultura Mato Grosso do Sul, Campo Grande, Brasil

0000-0002-4685-9393

person Christianne de Faria Coelho-Ravagnani

Supervision · Design of data presentation · Writing - review · editing · Approval of the final version of the manuscript

schoolUniversidade Federal de Mato Grosso do Sul, Campo Grande, Mato Grosso do Sul, BrasilschoolUniversidade Federal de Mato Grosso do Sul, Grupo de Pesquisa em Exercício e Nutrição na Saúde e Rendimento, Campo Grande, Mato Grosso do Sul, Brasil

0000-0002-9082-6521

person Fabricio Cesar de Paula Ravagnani

Conceptualization · Methodology · Development · implementation · and testing of software · Research · Supervision · Project administration · Design of data presentation · Securing funding · Writing - review · editing · Approval of the final version of the manuscript

schoolInstituto Federal de Mato Grosso do Sul, Campus Campo Grande, Campo Grande, Mato Grosso do Sul, BrasilschoolUniversidade Federal de Mato Grosso do Sul, Grupo de Pesquisa em Exercício e Nutrição na Saúde e Rendimento, Campo Grande, Mato Grosso do Sul, BrasilschoolInstituto Federal de Mato Grosso do Sul, Grupo de Pesquisa em Educação, Saúde, Tecnologia, Inovação e Cultura Mato Grosso do Sul, Campo Grande, Brasil

0000-0002-2758-0549

Editor Associado

Adriano Ferreira Akira Hino https://orcid.org/0000-0003-1649-9419

Pontifícia Universidade Católica do Paraná, Curitiba, Paraná, Brasil.

Caroline Rezende dos Reis,
caroline.reis@ifms.edu.br, Rua Jornalista Belizário Lima, 236, Vila Glória - Campo Grande, Mato Grosso do Sul, Brasil., Zip code: 79004-270.

Conflict of interest

The authors declare no conflict of interest.

Phase	Description
Planning	Literature Review: Physical Activity, Health, and Teacher Training Definition of Objectives: a) Foster critical reflection on the discipline of physical education in professional and technological education; b) Encourage critical thinking about the importance of PA in adolescence, as well as practice recommendations; c) Train participants to use the principles of LUP; d) Collaboratively develop a guide with proposals for modifying games and activities according to LUP principles.
Production	Production of text and video materials (using Canva, Atube, PowerPoint, and Pixton software): Organization of the virtual environment: a) Block 1: Welcome video; b) Block 2: Learner’s manual (hours, educational resources, activities, evaluation criteria, organization of topics, and references); c) Block 3: ‘Physical education in professional and technological education’ (textual material, CONIF video celebrating the 111 years of the Federal Network of Vocational, Scientific and Technological Education) - 4 hours; d) Block 4: ‘Physical activity and health’ (text material on benefits, recommendations, concepts, definitions, categorization, and evaluation of physical activity; and video lessons on topics such as benefits of physical activity in childhood and adolescence, physical inactivity in children and adolescents, and pedometer use) - 8 hours; e) Block 5: ‘LET US Play - Principles and strategies’ (text material on LUP principles and strategy, use of LUP in a North American study, and ideas for modified activities; video lessons on the history and application of LUP principles, and a video demonstrating the technique during a physical education class at the IFMS Campo Grande Campus) - 8 hours; f) Block 6: Forum (collaborative activity for developing a guide with activities modified according to LUP principles); g) Block 7: Supplementary readings and references; h) Block 8: Final assessment (ten questions on the topics covered); i) Block 9: Course evaluation; j) Block 10: Instructions for certificate issuance
Offer	The invitation to the 19 physical education teachers from the 10 campuses of IFMS was sent via institutional email and through the WhatsApp group.
Development	The maximum deadline for completion of the activities was 30 days.
Evaluation	After completing the course, the teachers evaluated: a) Organization: structure, logical sequence of content, workload, and presentation of objectives; b) Content: appropriateness to the target audience and course purpose, coherence between modules, writing quality, and audiovisual resources; c) Relevance: concerning professional and technological education, physical education, and physical activity practice in adolescence.

Characteristics	n (%)
Personal
Gender
Female	5 (35.7%)
Male	9 (64.3%)
Age
Up to 29 years old	2 (14.3%)
30 to 39 years old	7 (50.0%)
40 to 49 years old	4 (28.6%)
50 years old or older	1 (7.1%)
Initial education
Full teaching degree	9 (64.3%)
Only teaching degree	2 (14.3%)
Teaching degree with bachelor’s degree supplementation	2 (14.3%)
Bachelor’s degree with teaching degree supplementation	1 (7.1%)
Academic
Year of completion of initial formation
Up to 2004	6 (42.8%)
After 2004	8 (57.1%)
Degree
Lato sensu postgraduate	2(14.3%)
Stricto sensu postgraduate (master’s)	6 (42.8%)
Stricto sensu postgraduate (doctorate)	6 (42.8%)
Quadrennial of completion of highest degree
Quadrennial 2005-2008	1 (7.1%)
Quadrennial 2009-2012	2 (14.3%)
Quadrennial 2013-2016	3 (21.4%)
Quadrennial 2017-2020	4 (28.6%)
Professional
Teaching experience
Up to 4 years	3 (21.4%)
5 to 9 years	3 (21.4%)
10 to 19 years	4 (28.6%)
20 to 27 years	4 (28.6%)
Teaching experience in professional and technological
education
Up to 4 years	7 (50.0%)
5 a 9 years	4 (28.6%)
10 a 19 years	3 (21.4%)
Institution of professional practice
Only IFMS	12 (85.7%)
IFMS and UFMS	1 (7.1%)
IFMS and Municipal School	1 (7.1%)
Teaching workload
Up to 20 hours	2 (14.3%)
20 to 40 hours	11 (78.6%)
Over 40 hours	1 (7.1%)
Development of activities beyond teaching
Yes	13 (92.9%)
No	1 (7.1%)
Activities developed beyond teaching
Management/coordination position	2 (14.3%)
Teaching, research, or extension project	11 (78.6%)
Supervision of final papers	1 (7.1%)
Workload dedicated to research/management activities
No specific workload	9 (64.3%)
Up to 10 hours	2 (14.3%)
11 to 15 hours	1 (7.1%)
16 to 20 hours	1 (7.1%)
21 to 30 hours	1 (7.1%)

Criteria	Items	Course evaluation
Criteria	Items	1^*	2^**	3^***	4^****	CVI
	The structure is adequate	0	1	3	5	0.89
	The content is presented in a logical sequence	0	0	4	5	1
Organization	The workload is adequate	0	1	4	4	0.89
	The educational objectives are clearly presented	0	0	4	5	1
	Total group					0.94
	The content demonstrates the purpose of the course	0	0	4	5	1
	The content is appropriated for the target audience	0	2	2	5	0.78
	The content is clear and objective	0	1	3	5	0.89
Content	The content of the modules is coherent	0	0	4	5	1
Content	The writing of the material is well-structured in terms of grammar and spelling	0	0	4	5	1
	The audiovisual resources are sufficient and satisfactory	0	2	3	4	0.78
	Total group					0.90
	The topics covered are relevant in PTE	1	0	3	5	0.89
	The course promotes reflection on the role of PE in PTE	1	1	3	4	0.78
Relevance	The course promotes reflection on the importance of PA in childhood and adolescence	0	2	1	6	0.78
	The course promotes reflection on a new way of thinking about traditional games and activities	0	1	4	4	0.89
	Group total					0.83