Introduction: Sedentary behavior is considered to be a public health problem due to its effect on people’s physical and emotional health. It affects between 85% and 90% of college youth. Objective: To implement the Problem-Based Learning (PBL) methodology as a pedagogic resource to change the sedentary behavior among college youth. Methods and Material: A total of 96 college youth participated (48 males and 48 females), average age 18 ± 2.3 years. The pedagogic PBL methodology was the resource used to promote a change in sedentary behavior. This was screened through the increase of physical activity (PA) performed during the week. Students had a pre-evaluation that determined the amount of days in the week that they were doing PA. The PBL method was implemented for 12 weeks; afterwards, a post-evaluation determined the amount of PA that they had performed during the week following the implementation of the pedagogic resource. A two-lined ANOVA was applied so that the significant difference between measurements could be identified. Results: There were significant changes in the amount of PA between the pre-test and the post-test measurements; however, no significant differences between measurements obtained among men and women were identified. Conclusion: The implementation of the PBL strategy allowed a change in the sedentary behavior among a group of college youth. It promoted a significant increase in the performance of PA done during a week. The PBL strategy had the same positive effect in both men and women.
Keywords:
Physical activity, Problem Based Learning, Exercise, College youth, Sedentary behavior
Zamora, J. D., & Maroto, O. (2017). Problem- based learning as a pedagogic resource to change the sedentary behavior among college youth. Revista Chilena De Salud Pública, 20(2), p. 113–121. https://doi.org/10.5354/0719-5281.2016.44937
