Uso de Instagram para la práctica de taekwondo por personas con discapacidad intelectual en el País Vasco, España

  1. Vanesa Castro Salgado 1
  2. Zuriñe Gaintza 1
  1. 1 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

Revista:
Retos: nuevas tendencias en educación física, deporte y recreación

ISSN: 1579-1726,  1988-2041

Año de publicación: 2024

Número: 51

Páginas: 1085-1091

Tipo: Artículo

DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Retos: nuevas tendencias en educación física, deporte y recreación

Resumen

El lema “quédate en casa” si bien cambió los hábitos de vida de todas las personas, la situación no afectó por igual a todas ellas. Así, durante el estado de alarma, las personas con discapacidad intelectual (DI), propensas al sedentarismo, se quedan en casa sin poder acudir a sus diferentes centros (educativos, de ocio, de día…) con lo que su inactividad física aumenta. Tanto la ruptura con sus rutinas como el nuevo espacio virtual les coloca ante unos quehaceres nuevos y desconocidos convirtiéndose en uno de los colectivos más vulnerables. Ante ello, y con el objetivo de continuar con parte de la actividad física que 13 jóvenes con DI desarrollaban hasta entonces, se diseña una experiencia innovadora de entrenamiento en Taekwondo (TKD) a través de Instagram, eTKD. La evaluación se realiza cualitativamente a través de la observación de las sesiones y con una entrevista tanto a los participantes como a sus familias. El estudio concluye con la importancia de las rutinas y con las posibilidades que ofrecen las tecnologías para responder a un mínimo de las necesidades de actividad física de las personas con DI siempre y cuando se cuente con la implicación y participación de las familias.

Referencias bibliográficas

  • Adhikari, S., Meng, S., Wu, Y., Mao, Y., Ye, R., Wang, Q., ... & Zhou, H. (2020). Epidemiology, causes, clinical manifestation and diagnosis, prevention and control of coronavirus disease during the early outbreak period: a scoping review. Infectious Diseases of Poverty, 9(1), 1-12. https://doi.org/10.1186/s40249-020-00646-x
  • Albahrouh, S., & Buabbas, A. (2021). Physiotherapists’ perceptions of and willingness to use telerehabilitation in Ku-wait during the COVID-19 pandemic. BMC medical informatics and decision making, 21(1), 1-12. https://doi.org/10.1186/s12911-021-01478-x
  • Amini, H., Habibi, S., Islamoglu, A., Isanejad, E., Uz, C., & Daniyari, H. (2021). COVID-19 pandemic-induced phys-ical inactivity: the necessity of updating the Global Action Plan on Physical Activity 2018-2030. Environmental Health and Preventive Medicine, 26(1), 1-3. https://doi.org/10.1186/s12199-021-00955-z
  • Aristega, A., Aristega, J., Angulo, R., & Masacón, M. (2020). Enseñar y aprender en tiempos de Covid-19. Pro Scien-ces: Revista de Producción, Ciencias e Investigación, 4(34), 79-86. https://doi.org/10.29018/issn.2588-1000vol4iss34.2020pp79-86
  • Arnaiz, P., de Haro, R., & Maldonado, R. (2019). Barriers to Student Learning and Participation in an Inclusive School as Perceived by Future Education Professionals. Journal of New Approaches in Educational Research, 8(1),18-24. https://doi.org/10.7821/naer.2019.1.321
  • Arras-Vota, A., Bordas, J., Mondaca, F., & Rivera, J. (2021). El caso sede México: Formación en Educación Física en e-entornos universitarios durante la contingencia de la COVID-19. Retos, 41, 35–46. https://doi.org/10.47197/retos.v0i41.83529
  • Baena, S., López, J., & García, O. (2020). La intervención docente en educación física durante el periodo de cuarente-na por COVID-19. Retos, (39), 388-395. https://doi.org/10.47197/retos.v0i39.80089
  • Bayor, A., Bircanin, F., Sitbon, L., Ploderer, B., Koplick, S., & Brereton, M. (2018). Characterizing participation across social media sites amongst young adults with intellectual disability. Proceedings of the 30th Australian Confer-ence on Computer-Human Interaction, 113-122. https://doi.org/10.1145/3292147.3292167
  • Bonilla, A., Ramirez, L., Bonilla, J., & Saravia, N. (2020). Use of didactic-technological resources in the didactic dis-cipline of physical education in time of pandemic. Journal of Human Sport and Exercise, 15(4), 1476-1487. https://doi.org/10.14198/jhse.2020.15.Proc4.44
  • Bull, F., Al-Ansari, S., Biddle, S., Borodulin, K., Buman, M., Cardon, G., ... & Willumsen, J. (2020). WHO 2020 guidelines on physical activity and sedentary behaviour. British Journal of Sports medicine, 54(24), 1451-1462. http://dx.doi.org/10.1136/bjsports-2020-102955
  • Brazendale, K., Beets, M., Weaver, R., Pate, R., TurnerMcGrievy, G., Kaczynski, A., Chandler, J., Bohnert, A., & von Hippel, P. (2017). Understanding differences between summer vs. school obesogenic behaviors of children: The structured days hypothesis. International Journal of Behavioral Nutrition and Physical Activity, 14(1), 1–14. https://doi.org/10.1186/s12966-017-0555-2
  • Burgueño, R., Bonet, A., Cerván, Á., Espejo, R., Fernández, F., Gordo, F., Linares, H., Montenegro, S., Ordoñez, N., & Vergara J. (2021). Educación física en casa de calidad. Propuesta de aplicación curricular en educación se-cundaria obligatoria. Retos, 39, 787-793. https://doi.org/10.47197/retos.v0i39.78792
  • Cáceres, J., Jiménez, A., & Martín, M. (2020). Cierre de escuelas y desigualdad socioeducativa en tiempos del CO-VID-19. Revista Internacional de Educación para la Justicia Social, 9(3e), 199–211. https://doi.org/10.15366/riejs2020.9.3.011.
  • Chiner, E., Gómez, M., & Cardona, M. (2017). Internet use, risks and online behaviour: The view of internet users with intellectual disabilities and their caregivers. British Journal of Learning Disabilities, 45(3), 190-197. https://doi.org/10.1111/bld.12192
  • Collantes G., Ortega M., & González G. (2021). TICs utilizados por instructores de Artes Marciales durante la cua-rentena en Panamá. Revista Científica De Sistemas E Informática, 1(2), 4-14. https://doi.org/10.51252/rcsi.v 1i2.160
  • Cotie, L. M., Prince, S. A., Elliott, C. G., Ziss, M. C., McDonnell, L. A., Mullen, K. A., ... & Reed, J. L. (2018). The effectiveness of eHealth interventions on physical activity and measures of obesity among working‐age women: a systematic review and meta‐analysis. Obesity Reviews, 19(10), 1340-1358. https://doi.org/10.1111/obr.12700
  • Cortis, C., Giancotti, G., Rodio, A., Bianco, A., & Fusco, A. (2020). Home is the new gym: Exergame as a potential tool to maintain adequate fitness levels also during quarantine. Human Movement, 21(4), 79-87. https://doi.org/10.5114/hm.2020.94826
  • Courtenay, K., & Perera, B. (2020). COVID-19 and people with intellectual disability impacts of a pandemic. Irish Journal of Psychological Medicine, 37(3), 231-236. https://doi.org/10.1017/ipm.2020.45
  • Dans, I., & Muñoz, P. C. (2021). Internet y redes sociales: un desafío a la convivencia familiar. Educatio Siglo XXI, 39(2), 123–142. https://doi.org/10.6018/educatio.463221
  • De Jans, S., Spielvogel, I., Naderer, B., & Hudders, L. (2021). Digital food marketing to children. Appetite, 162, 105182. https://doi.org/10.1016/j.appet.2021.105182
  • Dratsiou, I., Metaxa, M., Romanopoulou, E., Dolianiti, F., Spachos, D., & Bamidis, P. D. (2021). Eliminating the gap between the use of assistive technologies and the inclusion of people with intellectual disabilities in leisure activi-ties. Health Informatics Journal, 27(2). https://doi.org/10.1177/14604582211005004
  • Elliott, S., Drummond, M., Prichard, I., Eime, R., Drummond, C., & Mason, R. (2021). Understanding the impact of COVID-19 on youth sport in Australia and consequences for future participation and retention. BMC public health, 21(1), 1-16. https://doi.org/10.1186/s12889-021-10505-5
  • Flygare, E., Ljunggren, G., Carlsson, A., Pettersson, D., & Wändell, P. (2018). High prevalence of diabetes mellitus, hypertension and obesity among persons with a recorded diagnosis of intellectual disability or autism. Journal of In-tellectual Disability Research, 62(4), 269-280. https://doi.org/10.1111/jir.12462
  • Gacek, M., & Krzywoszanski, L. (2021). Symptoms of anxiety and depression in students with developmental disabili-ties during covid-19 lockdown in Poland. Frontiers in Psychiatry, 12, 319. https://doi.org/10.3389/fpsyt.2021.576867
  • Galinsky, E., Bezos, J., McClelland, M., Carlson, S., & Zelazo, P. (2017). Civic science for public use: Mind in the making and vroom. Child development, 88(5), 1-10. https://doi.org/1409-1418. 10.1111/cdev.12892
  • Gómez, O., Rodríguez, J., & Cruz, P. (2020). La competencia digital del profesorado y la atención a la diversidad durante la covid-19. Revista de Comunicación y Salud, 10(2), 483-502.
  • Goo, M., Maurer, A., & Wehmeyer, M. (2019). Systematic review of using portable smart devices to teach functional skills to students with intellectual disability. Education and Training in Autism and Developmental Disabilities, 54(1), 57-68.
  • Hughes, N., & Anderson, G. (2020). The experience of the COVID-19 pandemic in a UK learning disability service lost in a sea of ever-changing variables. International Journal of Developmental Disabilities, 1-https://doi.org/10.1080/20473869.2020.1773711
  • Hurtado, A., Ramos, O., Jácome, S., & Cabrera, M. (2020). Actividad física y ejercicio en tiempos de COVID-19. CES Medicina, 34, 51-58. http://dx.doi.org/10.21615/cesmedicina.34.COVID-19.6
  • Hurwitz, L., Lauricella, A., Hanson, A., Raden, A., & Wartella, E. (2015). Supporting Head Start parents: impact of a text message intervention on parent–child activity engagement. Early Child Development and Care, 185(9), 1373-1389. https://doi.org/10.1080/03004430.2014.996217
  • Kapsal, N., Dicke, T., Morin, A., Vasconcellos, D., Maïano, C., Lee, J., & Lonsdale, C. (2019). Effects of physical activity on the physical and psychosocial health of youth with intellectual disabilities. Journal of Physical Activity and Health, 16(12), 1187-1195. https://doi.org/10.1123/jpah.2018-0675
  • Khan, K., Thompson, A., Blair, S., Sallis, J., Powell, K., Bull, F., & Bauman, A. (2012). Sport and exercise as contribu-tors to the health of nations. The Lancet, 380(9836), 59–64. https://doi.org/10.1016/s0140-6736(12)60865-4
  • Mazzeo, F. (2019). The role of sports activity for the formative development of disabled people. Medicina Sportiva: Journal of Romanian Sports Medicine Society, 15(2), 3091-3096.
  • Mera, A., Tabares, E., Montoya, S., Muñoz, D., & Vélez, F. (2020). Recomendaciones prácticas para evitar el desacondicionamiento físico durante el confinamiento. Universidad y salud, 22(2), 166-177.
  • Moreno, R., Tejada, A., & Díaz, M. (2020). Covid-19. Educación inclusiva y personas con discapacidad: fortalezas y debili-dades de la teleeducación. Colección i Accessibility, 23. La Ciudad Accesible. https://bit.ly/3ezASxG
  • Mutz, M., & Gerke, M. (2020). Sport and exercise in times of self-quarantine: How Germans changed their behaviour at the beginning of the Covid-19 pandemic. International Review for the Sociology of Sport, 56(3), 305-316. https://doi.org/10.1177/1012690220934335
  • Nuere, S., & de Miguel, L. (2020). The digital/technological connection with Covid-19. Technology, Knowledge and Learning, 1-13. https://doi.org/10.1007/s10758-020-09454-6
  • Organización Mundial de la Salud. (OMS). (2017). eHealth: Proyecto de estrategia mundial sobre salud digital 2020–2025. World Health Organization.
  • Organización Mundial de la Salud. (OMS). (2018). Global action plan on physical activity 2018–2030: more active people for a healthier world. World Health Organization.
  • Oudshoorn, C. E., Frielink, N., Nijs, S. L., & Embregts, P. J. (2020). eHealth in the support of people with mild intel-lectual disability in daily life: A systematic review. Journal of Applied Research in Intellectual Disabilities, 33(6), 1166-1187. https://doi.org/10.1111/jar.12758
  • Palmer, S., Wehmeyer, M., Davies, D., & Stock, S. (2012). Family members' reports of the technology use of family members with intellectual and developmental disabilities. Journal of Intellectual Disability Research, 56(4), 402-414. https://doi.org/10.1111/j.1365-2788.2011.01489.x
  • Parker, P. (2004). Down Syndrome: A Bibliography and Dictionary for Physicians, Patients, and Genome Researchers. Icon Group International Inc.
  • Pérez, Á., Hortigüela, D., González, G., & Fernández, F. (2019). Muévete conmigo, un proyecto de aprendizaje servi-cio en el contexto de la EF, la AF y el deporte. Revista Publicaciones. 49(4), 183-198. https://doi.org/10.30827/publicaciones.v49i4.11735
  • Piedra, J. (2020). Redes sociales en tiempos del COVID-19: el caso de la AF. Sociología del deporte, 1(1), 41-43. http://doi.org/10.46661/socioldeporte.4998
  • Pozo, S., López J., Fernández, M., & López, J. (2020). Análisis correlacional de los factores incidentes en el nivel de competencia digital del profesorado. Revista Electrónica Interuniversitaria de Formación del Profesorado, 23(1), 143‐159. http://doi.org/10.6018/reifop.396741
  • Ramsten, C., Martin, L., Dag, M., & Hammar, L. (2020). Information and communication technology use in daily life among young adults with mild-to-moderate intellectual disability. Journal of Intellectual Disabilities, 24(3), 289-308. https://doi.org/10.1177/1744629518784351
  • Rose, J., Willner, P., Cooper, V., Langdon, P., Murphy, G., & Stenfert, K. (2020). The effect on and experience of families with a member who has intellectual and developmental disabilities of the COVID-19 pandemic in the UK. International Journal of Developmental Disabilities, 1-3. https://doi.org/10.1080/20473869.2020.1764257
  • Samboma, T. (2021). Leaving no one behind: Intellectual disability during COVID-19 in Africa. International Social Work, 64(2), 265-269. https://doi.org/10.1177/0020872820967413
  • Schaillée, H., Haudenhuyse, R., & Bradt, L. (2019). Community sport and social inclusion: international perspec-tives. Sport in Society, 22(6), 885-896. https://doi.org/10.1080/17430437.2019.1565380
  • Shpigelman, C. (2018). Leveraging Social Capital of Individuals with Intellectual Disabilities through Participation on Facebook. Journal of Applied Research in Intellectual Disabilities 31, 79–91.
  • Söderström, S. (2013). Digital differentiation in young people’s internet use – Eliminating or reproducing disability stereotypes. Future Internet 5(2), 190–204. https://doi.org/10.3390/fi5020190
  • Vancampfort, D., Van Damme, T., Firth, J., Stubbs, B., Schuch, F., Suetani, S., ... & Van Biesen, D. (2021). Physical activity correlates in children and adolescents, adults, and older adults with an intellectual disability: a systematic review. Disability and Rehabilitation, 1-12. https://doi.org/10.1080/09638288.2021.1909665
  • Wang, G., Zhang, Y., Zhao, J., Zhang, J., & Jiang, F. (2020). Mitigate the effects of home confinement on children during the COVID-19 outbreak. The Lancet, 395(10228), 945–947. https:/ /doi.org/10.1016/S0140-6736(20)30547-X
Fuente de los datos: Dialnet