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Advances in Social Sciences Research Journal – Vol. 11, No. 6
Publication Date: June 25, 2024
DOI:10.14738/assrj.116.17058.
Lessa, R. C. M. M. S., Bacha, E., & Wanderley, F. A. C. (2024). Construction and Validation of An Audiovisual Program on Body
Education. Advances in Social Sciences Research Journal, 11(6). 58-69.
Services for Science and Education – United Kingdom
Construction and Validation of An Audiovisual Program on Body
Education
Risia Carine Maciel Meira Schwartz Lessa
ORCID: 0000-0001-5869-9879
Mestrado Profissional Ensino em Saúde e Tecnologia,
State University of Health Sciences, Brazil
Elizabeth Bacha
ORCID: 0000-0002-8971-8582
School of Medicine, Centro Universitário de Maceió,
Alagoas, Brazil
Flávia Accioly Canuto Wanderley
ORCID: 0000-0003-0775-9119
Mestrado Profissional Ensino em Saúde e Tecnologia,
State University of Health Sciences, Brazil
ABSTRACT
To build and validate an audiovisual program as a resource to encourage body
education. Study with a qualitative and quantitative methodological approach. The
content was developed with a view to encouraging people who work predominantly
seated to seek new well-being strategies based on (self-)knowledge of the body. For
the development of the program, the contents were divided into scripts for 11
videos. All materials were built based on the CTM3 Method, a method for
structuring educational products. Validation was carried out with the contribution
of ten reviewers, five specialists and five laypersons. They evaluated the videos
through a form composed of six questions. The criteria used for validation were a)
Agreement Index (simple majority) and Content Validity Index (CVI ≥ 0.8). The body
education program was validated with AI equal to or greater than 80% and CVI
equal to or greater than 0.8. The content of the audiovisual program was considered
valid for stimulating a culture of body education.
Keywords: Exercise Movement Techniques, Educational Technology, Instructional Film
and Video, Validation Study, Health Education.
INTRODUCTION
The understanding of health is gradually changing from the dualistic and mechanistic view
towards a state of constant collective construction, based on social and subjective relationships
[1,2]. Specifically, in the areas of health, regarding aspects of care, dualistic conceptions still
predominate. The biomedical model, which is the foundation of modern scientific medicine that
seeks to identify body dysfunctions, stripping individuals of their subjectivity, has been losing
ground to the biopsychosocial model, which involves a continuous restructuring of concepts
about health, disease, quality of life, perception of oneself, the other, and the environment [3].
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Lessa, R. C. M. M. S., Bacha, E., & Wanderley, F. A. C. (2024). Construction and Validation of An Audiovisual Program on Body Education. Advances
in Social Sciences Research Journal, 11(6). 58-69.
URL: http://dx.doi.org/10.14738/assrj.116.17058
The body is now considered as a mediator through which we build our relationship with the
world and a large part of this relationship takes place through movement [4]. Costin and Kelly
[5] stresses the fact that we are increasingly inactive, exposed to high loads of stress and
plagued by a high prevalence of chronic non-communicable diseases rooted in a lifestyle that
does not include much movement – which is the basis of our physiology.
Body education arises as an attempt to stimulate the recognition that choices related to posture,
movement and body self-perception, that is, the change of behaviors and the way we move in
our daily lives, have a direct impact on our well-being and physical and motor health [5].
A dichotomous view of the body-mind, based on a Cartesian perspective, has marked, and
backed much of contemporary scientific knowledge, sometimes producing a fragmented view
of the body [6], disregarding its subjective aspects [7].
A systematic critique of these dichotomous views and the proposition of a more integrated view
of the body are made from Merleau-Ponty’s phenomenology, which overcomes the idea of
body-object and argues that human experience takes place through the body-subject.
In the field of neuroscience, an approach has been developed that considers a comprehensive
and integrated view of the individual and the dialogic character of care, namely, pain education.
Generally used for different populations with chronic pain, pain education has been the object
of study since the end of the 1990s. This trend that prioritizes the subject’s understanding of
neurophysiological aspects concerns a change in awareness and an increase in autonomy and
self-knowledge. All this is in line with the phenomenological perspective, which emphasizes the
importance of self-perceptions as the main source of change in human behavior [ 8].
There is a theoretical and practical field – widespread in the field of arts but still little known in
the scientific field of health – that corroborates the importance of these elements (self- knowledge and self-perception) in the search for autonomy and behavior change. It is known
as somatic education and exists for over a century in Europe and North America. According to
Bolsanello[9], this field investigates body and movement awareness, involving both theoretical
and empirical knowledge. It is composed of several techniques that are especially concerned
with the educational aspect and the individual’s responsibility, reiterating the concept of the
body as an experience. Some of these techniques are already very popular, such as Pilates,
Holistic Gymnastics, Feldenkrais, Alexander technique, Anti-gymnastics, among others.
In a possible dialogue between pain education and somatic education, we move towards body
education, which aims to build a care approach that invariably goes through an educational
process: in addition to addressing pain and its neurophysiological aspects, reducing
catastrophic thoughts and anxiety (pain education), it is important to combine knowledge with
experience, based on an exploration focused on the singularities of each individual and in each
circumstance (somatic education) [9].
“Body education” is proposed here with the intention of stimulating the recognition that choices
related to posture, movement and self-perception of the body, that is, the change of behaviors
and the way we move in our daily routine directly impact our physical and motor well-being
and health [9].
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Advances in Social Sciences Research Journal (ASSRJ) Vol. 11, Issue 6, June-2024
Services for Science and Education – United Kingdom
Within the scope of health education, there is a growing need for new educational technologies
to facilitate the construction of knowledge, considering the active participation of the subjects
involved within a creative, innovative and critical conception [10].
Among the educational resources with the greatest educational potential, videos are identified
as a clear, attractive and accessible communication option and can reach a wide and varied
audience [11,12].
The simple, easy and democratic access to resources for video production and the fact that no
in-depth mastery of technical skills is needed for recording and editing videos, among many
other aspects, explain the existence of a generation that is adept at using these tools and that
publishes and consumes a multitude of videos on portals such as YouTube, Google Video, and
Tik Tok [13].
It is noteworthy that one of the factors that justifies the constant increase and expansion of the
use of this digital technology is the possibility of easy and rapid sharing, including on social
networks. Silva and Santos [14] draws attention to the fact that visual content corresponds to
90% of the information transmitted to the brain is and processed 60,000 times faster than texts.
Supported by the perspective of the biopsychosocial model, this study aimed to describe the
construction and validation of a video program to stimulating the so-called ‘body education’.
This approach in the health area has an educational nature and intends to provide access to a
set of information and ways of observing the own body and own corporeity in all its aspects
(biological, psychological and social) in order to qualify the professional care and the self-care
of people in their treatment, rehabilitation and prevention processes, with a special focus on
encouraging individuals who work predominantly seated to seek new well-being strategies.
METHODS
Ethical Aspects
The study was designed and developed in accordance with International and National
resolutions (CNS 466/12), specifically the second and the third stages were initiated only after
approval of the study protocol by the Ethics Committee for Research (ECR) Involving Human
Beings of the Federal University of Alagoas. All reviewers were invited after being clarified
about aims, procedures and being explained evaluation criteria. Those who agreed in
participate signed the consent letter.
Study Design
This is a validation study with a quantitative methodological approach carried out in three
sequential stages: content selection and organization, program development, and validation by
specialists and laypeople. All procedures occurred between September 2021 and August 2022,
in Federal University of Alagoas and Alagoas State University of Health Sciences.
Population
The expert reviewers should: i) be a professional who works as a higher education teacher, in
management or health care, with at least a post graduate degree (stricto sensu); and ii) develop
research projects and publications or have professional experience in education, corporeity,
anatomy and/or technology [15,16]. They were identified through representativeness in the
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Lessa, R. C. M. M. S., Bacha, E., & Wanderley, F. A. C. (2024). Construction and Validation of An Audiovisual Program on Body Education. Advances
in Social Sciences Research Journal, 11(6). 58-69.
URL: http://dx.doi.org/10.14738/assrj.116.17058
area, through the curriculum on the Lattes Platform, and through the “snowball” technique [17]
a resource that was also used to attract lay participants.
Lay reviewers must be public servant for more than five years at a federal university and work
predominantly in the seated posture.
Protocol
Content Selection and Organization:
In this first stage, after choosing the central theme (body education) and the target audience
(individuals who work predominantly in a seated position), we sought to reflect on what sets
of knowledge would have the greatest impact and best use and could increase the
understanding about the body, its functioning, its structures, specificities and interconnections
of corporeity, focusing on contents that could benefit the target audience.
Program Development:
The program consists of eleven videos:
1. Opening video: Welcome presentation [18]
2. Video 1: A bone to sit on [19]
3. Video 2: The spine [20]
4. Video 3: In the little house (neutral position) [21]
5. Video 4: The lid and the pan [22]
6. Video 5: The lower limb [23]
7. Video 6: The shoulders [24]
8. Video 7: Breathing [25]
9. Video 8: In recent files [26]
10. Video 9: The connected body [27]
11. Acknowledgments [28]
A priori, a script was prepared with detailed information on each scene to be recorded, as well
as on what elements and people would be part of the scenes, what would be the subtitles and
the titles of each video, the translation into English and Libras, the choice of songs, vignettes
and everything that involved the production of the content.
Then, in addition to educational issues, a technical team assisted in capturing, editing and
finalizing the images and in the presentation and formatting of the content for the audiovisual
media.
The script for the videos was developed by the author herself, who presented it in front of the
cameras using resources such as demonstrations on her own body, illustrations using a
synthetic skeleton and other props, and the collaboration of a professional dancer, always using
the most accessible language, examples of movements, and metaphors, to facilitate the
understanding.
All materials were built based on the CTM3 Method [29] a method for structuring educational
products. The CTM3 Method offers ways that help in a better organization of the elements for
the construction of the product. The method is distributed in the following stages: