Physical Illiteracy and Obesity Barrier: How Physical Education Can Overpass Potential Adverse Effects? A Narrative Review

Abstract

Environments lacking in stimuli together with ineffective physical education programs can lead to motor illiteracy, causing several adverse effects that could be worsened by unhealthy weight conditions (e.g., obesity). Obesity can be seen as an actual barrier for children and adolescents, especially for affective, behavioral, physical, and cognitive domains. In this context, condensing what the literature proposes could be useful in order to improve the understanding of the best intervention strategies (i.e., proper physical education programs) to manage the adverse effects of motor illiteracy in relation to the obesity barrier. The purpose of this narrative review is to improve the understanding on how physical education programs can counteract the adverse effects of physical illiteracy and obesity barrier across childhood and adolescence. Proper physical education programs should develop motor competence by fostering an individual’s awareness, self-perception, autonomous motivation, and muscular fitness on a realistic scenario (functional task difficulty related to his/her possibilities) in the attempt to counteract the adverse effects of the obesity barrier. Such programs should be designed without overlooking a proper multi teaching style approach.

Effects of Musical Classes on Motor Creativity According to Age, Sex, and Weight Status in Young Students: A Music-Oriented versus Conventional Education Plan

“…Instead, they remained seated during Stambak's test execution. This agrees that an overweight condition alters how an individual can move [9,10]. Mostly, overweight individuals exhibit lower physical activity levels that impair their muscle fitness outcomes [32].…”

“…Perhaps, further aspects (i.e., physical education) would play a leading role in mediating the present results. For instance, although out of the scope of this study, the role of the teacher would become crucial to foster the affective/behavioral, physical, and cognitive domains without bolstering the obesity barrier [10]. Additionally, teachers aware of the possible psychomotor limitations of overweight primary and secondary school children could help provide a framework for more focused interventions [33].…”

“…The ability to generate many varied motor solutions, in which motor creativity and skill-related fitness components are involved, is also influenced by an individual's healthrelated fitness level, which, in turn, is limited by their weight status. Intuitively, an overweight status (e.g., presenting a high body mass index value) would put a child in a condition of an inferior motor competence [8][9][10] and cardiorespiratory endurance with a limited ability to move.…”

Kajian penelitian pembelajaran pendidikan jasmani: quantum learning atau blended learning?

“…Keseluruhan komponen-komponen yang saling mendukung dalam pemanfaatan media, tatap muka (face to face), offline dan online guna mendukung proses pembelajaran menjadikan model blended learning sangat efektif, efisien, dan memiliki daya tarik tersendiri untuk meningkatkan hasil belajar pebelajar/peserta didik, serta produk (Gusdiyanto, Dwiyogo, & Adi, 2020). Trecroci et al, (2022) menjelaskan jika blended learning merupakan model blended learning yang menghubungkan tatap muka dan pembelajaran offline dan online berbasis teknologi. Keunggulan model blended learning adalah: (1) penggunaan waktu yang efisien menganggap bahwa pembelajaran tidak cukup jika guru dan peserta melakukan tatap muka (2).…”

“…Mereka pasti ketat ketika mereka mengklaim bahwa mereka menerapkan model pedagogis ini di sekolah sangat mempengaruhi hasil yang akan didapatkan dalam keberhasilan pembelajaran (Bores-García et al, 2021). (Trecroci et al, 2022) mengungkapkan jika hambatan keberhasilan pembelajaran penjas faktor penentunya adalah model pembelajaran yang diterapkan.…”