El fútbol como factor de prevención primaria contra el VIH-SIDA, Malaria, y como elemento de Salud e Higiene Básica en escolares de un centro educativo de Camerún. [Football as a factor of primary prevention on HIV-AIDS, malaria, and basic health and hygiene element, among students in a school of Cameroon].

Carlos de Cárcer

Resumen


La prevención de enfermedades en comunidades africanas altamente vulnerables depende en gran medida de la labor educativa, comúnmente llevada a cabo en entornos escolares. La presente investigación tiene como objetivo verificar si el desarrollo de la autoeficacia y el aprendizaje de conceptos sobre VIH-SIDA, malaria, y salud e higiene básica, dirigido a niños y población adolescente de Camerún, resulta más efectivo a través de juegos basados en fútbol, frente a una metodología convencional, basada en charlas y dinámicas en el aula. El método utilizado ha sido un ensayo aleatorio, en el cual, han tomado parte 120 individuos (n=120) de ambos sexos. En el grupo experimental está la población a la cual se le aplica los juegos basados en fútbol como método de prevención y educación para la salud. En el grupo de control están los sujetos a los que se aplican las dinámicas educativas convencionales. La recogida de datos se llevó a cabo mediante cuestionarios, grupos de discusión y entrevistas en profundidad. En los resultados no se apreciaron diferencias significativas entre el grupo de control y el grupo de experimental. Sí se apreció una mayor autoeficacia y adquisición de conocimientos en temas puntuales de salud, por parte del grupo experimental.

Abstract

Disease prevention in highly vulnerable African communities depends largely on educational work, commonly carried out in school settings. This research aims to verify if the development of self-efficacy and learning of health concepts related to HIV-AIDS, malaria, and basic health and hygiene, aimed at children and adolescents in Cameroon, is more effective through games based on football, versus a conventional methodology, based on talks and dynamics in the classroom. The method used was a randomized trial, in which 120 individuals (n = 120) of both sexes took part. In the experimental group is the population to which football-based games are applied as education for health methodology. Control group is formed by individuals to whom, conventional educational dynamics are applied. Data collection was carried out through questionnaires, discussion groups and in-depth interviews. In the results, there were no significant differences between the control group and the experimental group. Greater self-efficacy and knowledge acquisition on specific topics, was rather appreciated by the experimental group.

https://doi.org/10.5232/ricyde2020.06105

Referencias/references

Akindes G., Kirwin M. (2009) Sport as International Aid: Assisting Development or Promoting Under-Development in Sub-Saharan Africa? In: Levermore R., Beacom A. (eds) Sport and International Development. Global Culture and Sport. Palgrave Macmillan, London, pp. 219-245.
https://doi.org/10.1057/9780230584402_10

Balfour, L.; Farrar, T.; McGilvray, M.;  Wilson, D.; Tasca, G.; Spaans, J. N.; Mathews, C.; Maziya, L.; Khanyile, S.; Dalgleish, T. L., &  Cameron, W. (2013). HIV Prevention in Action on the Football Field: The Whizzkids United Program in South Africa. AIDS Behavior. 17(3), 2045–2052.
https://doi.org/10.1007/s10461-013-0448-6

Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall.
https://doi.org/10.1177/105960117700200317

Bandura, A. (1988). Organizational applications of social cognitive theory. Australian Journal of Management. 13(2), 137- 164.
https://doi.org/10.1177/031289628801300210

Burnett, C (2013) GIZ/YDF and youth as drivers for sport for development in the African context. Journal of Sport for Development. 2015;50(4-5):385-90. Recuperado de:
 http://jsfd.org/article/gizydf-and-youth-as-drivers-of-sport-for-development-in-the-african-context-2/

DeCelles, J., Hershow, R. B., Kaufman, Z. A., Gannett, K. R., Kombandeya, T., Chaibva, C., Ross, D. A., & Harrison, A. (2016). Process Evaluation of a Sport-Based Voluntary Medical Male Circumcision Demand-Creation Intervention in Bulawayo, Zimbabwe. Journal of acquired immune deficiency syndromes (1999)72 Suppl 4(Suppl 4), S304–S308.
https://doi.org/10.1097/QAI.0000000000001172

Fuller, C. W.; Junge, A.; DeCelles, J.; Donald, J.; Jankelowitz, R., & Dvorak, J. (2010). ´11 for Health´–a football-based health-promotion programme for children in South Africa: a parallel cohort study. British Journal of Sports Medicine 44(8), 546-554.
http://dx.doi.org/10.1136/bjsm.2010.072223

Gallant M., & Maticka-Tyndall E. (2004). School-based HIV prevention programs for African youth. Social Science and Medicine. 58(7), 1337-1351.
https://doi.org/10.1016/S0277-9536(03)00331-9

GIZ –Deutsche Gesellschaft für Internationale Zusammenarbeit–. (2014). School Community Manual Indonesia: Fit for School. Recuperado de:
http://www.fitforschool.international/fit-resources/

Grassrootsoccer. (2014). Three-year study from 2010-2013 of Grassrootsoccer’s HIV prevention, testing and treatment programs in Zambia. Recuperado de:
https://issuu.com/grassrootsoccer/docs/case_for_grs_2014_final

Hershow, R.; Gannett, K.; Jamison M.; Braunschweiga, E.; Barkley, C.; DeCelles, J., & Harrison, A. (2015). Using soccer to build confidence and increase HCT uptake among adolescent girls: a mixed-methods study of an HIV prevention programme in South Africa. Sport Society. 8 (8), 1009–1022.
https://doi.org/10.1080/17430437.2014.997586

Jiménez, P., y Durán, J. (2005). Actividad física y deporte en jóvenes en riesgo: educación en valores. Apunts Educación Física y Deportes, 80 (2), 13-19.

Koss, J., y Alexandrova, A. (2005). HIV/AIDS prevention and peace through sport. The Lancet. 366 (3), 20-36.
https://doi.org/10.1016/S0140-6736(05)67820-8

Monse, B.; Benzian, H.; Naliponguit, E.; Belizario, V.; Schratz, A., & Wim van Palenstein. H. (2013). The ´Fit for School´ health outcome study - a longitudinal survey to assess health impacts of an integrated school health programme in the Philippines. BMC Public Health 13 (2), 56-65.
https://doi.org/10.1186/1471-2458-13-256

Morley, D., y Woodland, M. (1979). See how they grow. Monitoring child growth for appropriate health care in developing countries. London, United Kingdom; MacMillan Press.

OMS. (1948). Constitución de la Organización Mundial de la Salud. Recuperado de:
https://www.who.int/governance/eb/who_constitution_sp.pdf

OMS. (2002). Organización Mundial de la Salud. Informe sobre la Salud en el Mundo 2002 - Reducir los Riesgos y Promover una Vida Sana. OMS, Ginebra. Recuperado de:
https://www.who.int/whr/2002/es/ 

OMS. (2015). Escuelas Promotoras de Salud. Recuperado de:
http://www.who.int/school_youth_health/gshi/hps/en/

OMS. (2017). Datos globales sobre enfermedades diarreicas. Recuperado de:
https://www.who.int/es/news-room/fact-sheets/detail/diarrhoeal-disease .

OMS. (2019). World Malaria Report 2019. Geneva. Recuperado de:
https://www.who.int/publications-detail/world-malaria-report-2019

OMS & UNICEF. (2012). Programa Conjunto OMS & UNICEF para el Monitoreo del Abastecimiento de Agua y Saneamiento. UNICEF, Nueva York, y OMS, Ginebra. Recuperado de:
http://apps.who.int/iris/bitstream/10665/44842/2/9789280646320_eng_full_text.pdf

Ormrod, J.E. (1999). Human learning (3ª ed.). Upper Saddle River, NJ: Prentice-Hall.

Ormrod, J. E. (2006). Educational psychology: Developing learners (5ª ed.). Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall.

UNAIDS. (2020). Estadísticas mundiales sobre VIH-SIDA. Recuperado de:
https://www.unaids.org/es/resources/fact-sheet y
https://www.unaids.org/en/regionscountries/countries/cameroon

UNHCR. (2020). Situación mundial de los refugiados. Recuperado de:
https://data2.unhcr.org/en/country/cmr

UNICEF. (2017). Water, Sanitation and Hygiene: About WASH. Recuperado de:
https://www.unicef.org/wash/3942_3952.html

UNICEF. (2019). Indicadores demográficos sobre salud infantil. Recuperado de:
https://data.unicef.org/country/cmr/

UNICEF-OMS. (2010). Facts for Life. Geneva. Recuperado de:
https://www.unicef.org/publications/files/Facts_for_Life_EN_010810.pdf

Villa, J; Ruiz, E., y Ferrer, JL. (2006) Antecedentes y conceptos de educación para la salud. Documento de apoyo para las actividades de educación para la salud. Mérida. Junta de Extremadura.

Woodcock, A.; Cronin, O., & Forde, S. (2012). Quantitative evidence for the benefits of Moving the Goalposts, a Sport for Development project in rural Kenya. Evaluation and Program Planning. 35(3), 370-381.
https://doi.org/10.1016/j.evalprogplan.2012.01.001


Palabras clave/key words


deporte para el desarrollo; fútbol; autoeficacia; salud comunitaria; VIH–SIDA; malaria; higiene básica; sport for development; football; self-efficacy; community health; HIV-AIDS; malaria; basic hygiene.

Texto completo/Full Text:

PDF




------------------------ 0 -------------------------

RICYDE. Revista Internacional de Ciencias del Deporte
logopublisher_168


Publisher: Ramón Cantó Alcaraz
ISSN:1885-3137 - Periodicidad Trimestral / Quarterly
Creative Commons License