Monfort-Pañego Manuel, Bosch-Biviá Antonio Hans, Miñana-Signes Vicente, Noll Matias
Physical Education Teacher Education Department, Teacher Education Faculty, University of Valencia, 46022 Valencia, Spain.
Nutrition Faculty, Universidade Federal de Goiás, Goiânia 74000, Brazil.
Children (Basel). 2024 Aug 15;11(8):997. doi: 10.3390/children11080997.
High school students with better knowledge about back care have fewer problems, but conceptual errors can hinder the acquisition of essential knowledge necessary for developing healthy habits. This study analyzed secondary school students' declarative knowledge and misconceptions related to back care in daily activities. An exploratory cross-sectional study was conducted with 80 girls and 89 boys aged 14-18 years (M = 15.68, SD = 2.12). The Health Questionnaire on Back Care Knowledge in Activities of Daily Living was used to evaluate knowledge using the true answer model (TAM) and the misconception model (MM). Using the test-retest method, both models' reliability was confirmed (TAM = 0.75; MM = 0.77), while only a minimal measurement error was identified (TAM = -0.01; MM = -0.07). The average scores were 6.23 for the TAM and 2.29 for the MM. The results showed no significant differences in both models. The analysis indicated that students had the most accurate knowledge of the location and function of the spine, whereas misconceptions regarding anatomical understanding and body posture usage were common. An analysis of the results under Reassumption Theory emphasizes the significance of comprehending concepts such as load transmission and spinal stability to maintain back health, thus highlighting the need for improved education in these areas to address misconceptions and enhance overall back-care knowledge.
对背部护理有更多了解的高中生问题较少，但概念错误可能会阻碍他们获得养成健康习惯所需的基本知识。本研究分析了中学生在日常活动中与背部护理相关的陈述性知识和误解。对80名女孩和89名年龄在14 - 18岁（平均年龄M = 15.68，标准差SD = 2.12）的男孩进行了一项探索性横断面研究。使用《日常生活活动中背部护理知识健康问卷》，通过真答案模型（TAM）和误解模型（MM）来评估知识。采用重测法，确认了两个模型的信度（TAM = 0.75；MM = 0.77），同时仅识别出极小的测量误差（TAM = -0.01；MM = -0.07）。TAM的平均得分为6.23，MM的平均得分为2.29。结果显示两个模型均无显著差异。分析表明，学生对脊柱的位置和功能了解最为准确，而关于解剖学理解和身体姿势使用的误解很常见。基于再假设理论对结果的分析强调了理解诸如负荷传递和脊柱稳定性等概念对维持背部健康的重要性，从而突出了在这些领域改进教育以解决误解并增强整体背部护理知识的必要性。
