Elaboração e validação da Escala sobre a Percepção de Educação para o Lazer (EsPEL-31) no contexto de adultos
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Data
2021-12-15
Autores
Fukushima, Raiana Lídice Mór
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Universidade Estadual Paulista (Unesp)
Resumo
Embora o lazer seja um direito social estabelecido na Constituição Federal de 1988, as temáticas educação e lazer são temas ainda pouco explorados. Sendo assim, a Educação para o Lazer se torna essencial, no sentido de oferecer oportunidades para a vivência com qualidade de diferentes atividades do contexto do lazer. Entretanto, ainda, não há evidências de um instrumento adequado e específico para mensurar a percepção que um indivíduo tem sobre a Educação para o Lazer. Dessa forma, este estudo, de natureza qualiquantitativa, foi desenvolvido em um primeiro momento com o objetivo de elaborar e validar, para o contexto brasileiro, a Escala sobre a Percepção da Educação para o Lazer (EsPEL-31) e em um segundo momento, teve por objetivos aplicar a EsPEL-31 em adultos residentes de um município de médio porte e identificar os fatores associados à percepção sobre a Educação para o Lazer. Para tanto, utilizou-se o modelo de elaboração e validação de instrumentos sugeridos por Pasquali, em 2010, o qual baseia-se em três etapas: 1. Teórica, 2. Empírica e 3. Analítica. Na etapa teórica, realizou-se um levantamento bibliográfico acerca das temáticas educação e lazer visando a elaboração dos itens, os quais foram testados por um comitê de sete juízes quanto à clareza da linguagem e à sua pertinência. Na etapa empírica, a versão piloto da escala foi aplicada a uma amostra de 159 adultos para estimar as propriedades psicométricas. Na etapa analítica, utilizou-se o Coeficiente de Alfa de Cronbach, do Coeficiente de Concordância de Kappa, e do Coeficiente de Concordância Intraclasse para verificar a confiabilidade e reprodutibilidade da escala. Com relação ao segundo momento, para identificar a percepção sobre a Educação para o Lazer e os fatores associados a esta percepção foram demarcados os pontos de corte da EsPEL-31, os quais, por meio da Curva de Percentis, possibilitou a seleção das posições centrais e aplicáveis que permitiram dividir a amostra em três grupos. Para estas análises, 1060 participantes responderam ao questionário de Caracterização da Amostra e a EsPEL-31. Para o tratamento estatístico, utilizou-se o teste de Qui-Quadrado, a regressão logística e o teste de ANOVA one-way. O cálculo amostral e as análises estatísticas foram conduzidos no Software G Power, versão 3.0. No primeiro momento, com base nas análises e na observação de problemas de confiabilidade ou concordância, optou-se por excluir algumas das afirmativas, e então, obteve-se a versão final da escala, a EsPEL-31. Quanto às análises do segundo momento, identificou-se que os fatores associados a uma percepção forte (> P75) na EsPEL-31, para as mulheres, foram a escolaridade e o estado civil. Já para os homens, apenas a escolaridade conseguiu predizer a uma forte classificação (> P75). Espera-se que a EsPEL-31 contribua para a avaliação dos componentes associados ao campo do lazer e, em consequência, facilite o desenvolvimento de programas de Educação para o Lazer visando estimular o desenvolvimento de novas habilidades e a aquisição de conhecimentos relacionados ao lazer, os quais podem estar associados à adoção de atitudes que favoreçam a participação nas diversas possibilidades de vivenciar atividades no âmbito do lazer e que possam ser percebidas suas relações com a educação, manutenção e/ou promoção da saúde, ressignificando assim, o papel do Lazer na vida em sociedade.
Although leisure is a social right established in the Federal Constitution of 1988, the themes of education and leisure are still little explored. Therefore, Education for Leisure becomes essential in offering opportunities for the experience with the quality of different activities in the leisure context. However, there is still no evidence of an adequate and specific instrument to measure an individual's perception about Education for Leisure. Thus, this qualitative-quantitative study was initially developed to elaborate and validate, for the Brazilian context, the Leisure Education Perception Scale (LEPS-31). In a second moment, it aimed to apply the EspEL-31 to adults living in a medium-sized municipality and identify the factors associated with the perception of Education for Leisure. We used the model of elaboration and validation of instruments suggested by Pasquali in 2010, based on three stages: 1. Theoretical, 2. Empirical and 3. Analytical. In the theoretical stage, a bibliographic survey was carried out on the themes of education and leisure, aiming at elaborating the items, which were tested by a committee of seven judges regarding the clarity of the language and its pertinence. In the empirical stage, the pilot version of the scale was applied to a sample of 159 adults to estimate the psychometric properties. In the analytical step, Cronbach's Alpha Coefficient, Kappa's Agreement Coefficient, and Intraclass Agreement Coefficient were used to verify the reliability and reproducibility of the scale. Regarding the second moment, to identify the perception of Education for Leisure and the factors associated with this perception, the cutoff points of the ESPEL-31 were demarcated, which, through the Percentile Curve, enabled the selection of central positions and applicable that allowed dividing the sample into three groups. For these analyses, 1060 participants answered the Sample Characterization questionnaire and the EspEL-31. The Chi-Square test, logistic regression, and the oneway ANOVA test were used for statistical analysis. The sample size calculation and statistical analysis were carried out using the G Power Software, version 3.0. At first, based on the analysis and the observation of reliability or agreement problems, it was decided to exclude some of the statements, and then the final version of the scale, the EspEL-31, was obtained. As for the analysis of the second moment, it was identified that the factors associated with a strong perception (> P75) in the LEPS-31 for women were education and marital status. For men, only education could predict a strong classification (> P75). It is expected that LEPS-31 will contribute to the evaluation of the components associated with the field of leisure and, consequently, facilitate the development of Education for Leisure programs aimed at stimulating the development of new skills and the acquisition of knowledge related to leisure, which may be associated with the adoption of attitudes that favor participation in the various possibilities of experiencing activities within the scope of leisure and that their relationship with education, maintenance and/or health promotion can be perceived, thus giving new meaning to the role of Leisure in life in society.
Although leisure is a social right established in the Federal Constitution of 1988, the themes of education and leisure are still little explored. Therefore, Education for Leisure becomes essential in offering opportunities for the experience with the quality of different activities in the leisure context. However, there is still no evidence of an adequate and specific instrument to measure an individual's perception about Education for Leisure. Thus, this qualitative-quantitative study was initially developed to elaborate and validate, for the Brazilian context, the Leisure Education Perception Scale (LEPS-31). In a second moment, it aimed to apply the EspEL-31 to adults living in a medium-sized municipality and identify the factors associated with the perception of Education for Leisure. We used the model of elaboration and validation of instruments suggested by Pasquali in 2010, based on three stages: 1. Theoretical, 2. Empirical and 3. Analytical. In the theoretical stage, a bibliographic survey was carried out on the themes of education and leisure, aiming at elaborating the items, which were tested by a committee of seven judges regarding the clarity of the language and its pertinence. In the empirical stage, the pilot version of the scale was applied to a sample of 159 adults to estimate the psychometric properties. In the analytical step, Cronbach's Alpha Coefficient, Kappa's Agreement Coefficient, and Intraclass Agreement Coefficient were used to verify the reliability and reproducibility of the scale. Regarding the second moment, to identify the perception of Education for Leisure and the factors associated with this perception, the cutoff points of the ESPEL-31 were demarcated, which, through the Percentile Curve, enabled the selection of central positions and applicable that allowed dividing the sample into three groups. For these analyses, 1060 participants answered the Sample Characterization questionnaire and the EspEL-31. The Chi-Square test, logistic regression, and the oneway ANOVA test were used for statistical analysis. The sample size calculation and statistical analysis were carried out using the G Power Software, version 3.0. At first, based on the analysis and the observation of reliability or agreement problems, it was decided to exclude some of the statements, and then the final version of the scale, the EspEL-31, was obtained. As for the analysis of the second moment, it was identified that the factors associated with a strong perception (> P75) in the LEPS-31 for women were education and marital status. For men, only education could predict a strong classification (> P75). It is expected that LEPS-31 will contribute to the evaluation of the components associated with the field of leisure and, consequently, facilitate the development of Education for Leisure programs aimed at stimulating the development of new skills and the acquisition of knowledge related to leisure, which may be associated with the adoption of attitudes that favor participation in the various possibilities of experiencing activities within the scope of leisure and that their relationship with education, maintenance and/or health promotion can be perceived, thus giving new meaning to the role of Leisure in life in society.
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Palavras-chave
Lazer, Educação, Direitos humanos, Saúde, Educação física, Leisure, Education, Human rights, Health, Physical education