Autonomous fundamental motor skills in the school environment: a cross-sectional study
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.6063/motricidade.24245 |
Resumo: | Autonomous fundamental motor skills (AFMS) are understood as movements practiced in a spontaneous, voluntary manner, without any instruction or command. The aim of the study was to compare the frequency of occurrence and the quality of performance of AFMS in children during recess and Physical Education (PE) classes. Elementary school students (n=148) from a private school were observed during recess and PE classes and had their AFMS classified by stages (initial; elementary-emergent; proficient). All AFMS were identified in recess and PE classes, except jump. Most skills were classified in the elementary-emergent stage and were slightly more frequent during PE classes, both in the locomotor (27% vs 23%) and manipulative (31% vs 13%) categories. The frequency of occurrence of AFMS was low and the classification showed poor quality at all times observed. Recess was statistically (p < 0.05) less favourable for motor development in 60% of AFMS. The low frequency of AFMS, especially during recess, and poor classification of motor repertoire suggest the need for measures to reverse the motor deficit in the school environment. Strategies are needed to promote AFMS in the school context so that they are more diverse and challenging. Keywords: Autonomous fundamental motor skills, Motor development, School, Physical education. |
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Autonomous fundamental motor skills in the school environment: a cross-sectional studyHabilidades motoras fundamentais autônomas no ambiente escolar: um estudo transversalOriginal ArticleAutonomous fundamental motor skills (AFMS) are understood as movements practiced in a spontaneous, voluntary manner, without any instruction or command. The aim of the study was to compare the frequency of occurrence and the quality of performance of AFMS in children during recess and Physical Education (PE) classes. Elementary school students (n=148) from a private school were observed during recess and PE classes and had their AFMS classified by stages (initial; elementary-emergent; proficient). All AFMS were identified in recess and PE classes, except jump. Most skills were classified in the elementary-emergent stage and were slightly more frequent during PE classes, both in the locomotor (27% vs 23%) and manipulative (31% vs 13%) categories. The frequency of occurrence of AFMS was low and the classification showed poor quality at all times observed. Recess was statistically (p < 0.05) less favourable for motor development in 60% of AFMS. The low frequency of AFMS, especially during recess, and poor classification of motor repertoire suggest the need for measures to reverse the motor deficit in the school environment. Strategies are needed to promote AFMS in the school context so that they are more diverse and challenging. Keywords: Autonomous fundamental motor skills, Motor development, School, Physical education.As habilidades motoras fundamentais autônomas (HMFA) são entendidas como movimentos praticados de forma espontânea, voluntária, sem nenhuma instrução ou comando. O objetivo do estudo foi comparar a frequência de ocorrência e a qualidade do desempenho da HMFA em crianças durante o recreio e as aulas de Educação Física (EF). Alunos do ensino fundamental (n = 148) de uma escola particular foram observados durante o recreio e as aulas de EF e tiveram seus HMFA classificados por estágios (inicial; fundamental-emergente; proficiente). Todos os HMFA foram identificados nas aulas de recreio e EF, exceto salto. A maioria das habilidades foi classificada no estágio emergente elementar e foram ligeiramente mais frequentes durante as aulas de EF, tanto nas categorias locomotora (27% vs 23%) e manipulativa (31% vs 13%). A frequência de ocorrência de HMFA foi baixa e a classificação apresentou má qualidade em todos os momentos observados. O recreio foi estatisticamente (p < 0.05) menos favorável para o desenvolvimento motor em 60% dos HMFA. A baixa frequência de HMFA, especialmente durante o recreio, e a má classificação do repertório motor sugerem a necessidade de medidas para reverter o déficit motor no ambiente escolar. São necessárias estratégias para promover a HMFA no contexto escolar para que sejam mais diversificadas e desafiadoras. Palavras-chave: Habilidades motoras fundamentais autônomas, Desenvolvimento motor, Escola, Educação física.Edições Sílabas Didáticas2022-03-30info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttps://doi.org/10.6063/motricidade.24245eng2182-29721646-107XDos Santos Carvalho, AndersonSantos Lopes da Silva, LeonardoPugliesi Abdalla, PedroCésar Ramos, NiloMota, JorgeRoberto Lopes Machado, Dalmoinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-08-31T13:45:32Zoai:ojs.revistas.rcaap.pt:article/24245Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T15:30:15.521411Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Autonomous fundamental motor skills in the school environment: a cross-sectional study Habilidades motoras fundamentais autônomas no ambiente escolar: um estudo transversal |
title |
Autonomous fundamental motor skills in the school environment: a cross-sectional study |
spellingShingle |
Autonomous fundamental motor skills in the school environment: a cross-sectional study Dos Santos Carvalho, Anderson Original Article |
title_short |
Autonomous fundamental motor skills in the school environment: a cross-sectional study |
title_full |
Autonomous fundamental motor skills in the school environment: a cross-sectional study |
title_fullStr |
Autonomous fundamental motor skills in the school environment: a cross-sectional study |
title_full_unstemmed |
Autonomous fundamental motor skills in the school environment: a cross-sectional study |
title_sort |
Autonomous fundamental motor skills in the school environment: a cross-sectional study |
author |
Dos Santos Carvalho, Anderson |
author_facet |
Dos Santos Carvalho, Anderson Santos Lopes da Silva, Leonardo Pugliesi Abdalla, Pedro César Ramos, Nilo Mota, Jorge Roberto Lopes Machado, Dalmo |
author_role |
author |
author2 |
Santos Lopes da Silva, Leonardo Pugliesi Abdalla, Pedro César Ramos, Nilo Mota, Jorge Roberto Lopes Machado, Dalmo |
author2_role |
author author author author author |
dc.contributor.author.fl_str_mv |
Dos Santos Carvalho, Anderson Santos Lopes da Silva, Leonardo Pugliesi Abdalla, Pedro César Ramos, Nilo Mota, Jorge Roberto Lopes Machado, Dalmo |
dc.subject.por.fl_str_mv |
Original Article |
topic |
Original Article |
description |
Autonomous fundamental motor skills (AFMS) are understood as movements practiced in a spontaneous, voluntary manner, without any instruction or command. The aim of the study was to compare the frequency of occurrence and the quality of performance of AFMS in children during recess and Physical Education (PE) classes. Elementary school students (n=148) from a private school were observed during recess and PE classes and had their AFMS classified by stages (initial; elementary-emergent; proficient). All AFMS were identified in recess and PE classes, except jump. Most skills were classified in the elementary-emergent stage and were slightly more frequent during PE classes, both in the locomotor (27% vs 23%) and manipulative (31% vs 13%) categories. The frequency of occurrence of AFMS was low and the classification showed poor quality at all times observed. Recess was statistically (p < 0.05) less favourable for motor development in 60% of AFMS. The low frequency of AFMS, especially during recess, and poor classification of motor repertoire suggest the need for measures to reverse the motor deficit in the school environment. Strategies are needed to promote AFMS in the school context so that they are more diverse and challenging. Keywords: Autonomous fundamental motor skills, Motor development, School, Physical education. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-03-30 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.6063/motricidade.24245 |
url |
https://doi.org/10.6063/motricidade.24245 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
2182-2972 1646-107X |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Edições Sílabas Didáticas |
publisher.none.fl_str_mv |
Edições Sílabas Didáticas |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
repository.mail.fl_str_mv |
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1799130170019282944 |