Efeitos positivos do uso de brincadeiras ativas para aprendizagem de conte??dos escolares e a cogni????o de crian??as
| Autor(a) principal: | |
|---|---|
| Data de Publicação: | 2017 |
| Tipo de documento: | Tese |
| Idioma: | por |
| Título da fonte: | Biblioteca Digital de Teses e Dissertações da UCB |
| Texto Completo: | https://bdtd.ucb.br:8443/jspui/handle/tede/2313 |
Resumo: | Learning difficulties and disturbs, socioeconomic conditions, could justify the high rate of brazilian educational system failure. Therefore, interdisciplinary Physical Education can ameliorate children learning. The purpose of this study was to verify the effects of an interdisciplinary physical education program on academic achievement and selective attention in children. 60 boys and girls from 4th grade of public elementary brazilian school, underwent a Education by Movement group (EduMove) (n=39, 9.7??yr; 31.6 ?? 6.2 kg; 1.4 ?? 0.1 m; 17.9 ?? 7.2 %G) with math, written and reading classes through physical education activities during a school journey (172.8??16.31bpm) (60min each class, twice a week), and a control group (Con) (n=21, 9.9??0.8yr; 30.0 ?? 5.1 kg; 1.4 ?? 0.1 m; 17.1 ?? 8.6 %G) which participated at traditional classes (92.4??8.9bpm). Thereafter children undertook anthropometric (weight, height, body fat), physical activity level, academic achievement, selective attention test (Stroop Go/NoGo), before and after three months. ANOVA revealed tricipital skinfold reduction for EduMove in comparison with CON at post test (11.8 ?? 5.6 vs 12.7 ?? 5.3; p=0.008), it was observed higher physical activity level for EduMovi vs CON (?? 23.3 vs 2.9 METs; p=0.09). Children showed better results at reading capacity for EduMovi vs CON (65.2 ?? 4.9 vs 64.7 ?? 3.0; p=0.038). Regarding selective attention EduMovi was faster and committed less mistakes in comparison with pre test (236.1 ?? 39.9 vs 327.9 ?? 45.88 ms/%, ?? -90ms e - 2% de erros p=0.09). A short term interdisciplinary physical education program can improve reading capacity, and selective attention in children. These results may suggest that activity breaks during a school journey could contributing to learning. |
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Campbell, Carmen Silvia Gruberthttp://lattes.cnpq.br/2410015141212165Fontes, Eduardo Bodnariuchttp://lattes.cnpq.br/5147519104600801http://lattes.cnpq.br/8227379033750062Ramos, Isabela Almeida2017-11-20T13:10:49Z2017-06-21RAMOS, Isabela Almeida. Efeitos positivos do uso de brincadeiras ativas para aprendizagem de conte??dos escolares e a cogni????o de crian??as. 2017. 86 f. Tese (Programa Stricto Sensu em Educa????o F??sica) - Universidade Cat??lica de Bras??lia, Bras??lia, 2017.https://bdtd.ucb.br:8443/jspui/handle/tede/2313Learning difficulties and disturbs, socioeconomic conditions, could justify the high rate of brazilian educational system failure. Therefore, interdisciplinary Physical Education can ameliorate children learning. The purpose of this study was to verify the effects of an interdisciplinary physical education program on academic achievement and selective attention in children. 60 boys and girls from 4th grade of public elementary brazilian school, underwent a Education by Movement group (EduMove) (n=39, 9.7??yr; 31.6 ?? 6.2 kg; 1.4 ?? 0.1 m; 17.9 ?? 7.2 %G) with math, written and reading classes through physical education activities during a school journey (172.8??16.31bpm) (60min each class, twice a week), and a control group (Con) (n=21, 9.9??0.8yr; 30.0 ?? 5.1 kg; 1.4 ?? 0.1 m; 17.1 ?? 8.6 %G) which participated at traditional classes (92.4??8.9bpm). Thereafter children undertook anthropometric (weight, height, body fat), physical activity level, academic achievement, selective attention test (Stroop Go/NoGo), before and after three months. ANOVA revealed tricipital skinfold reduction for EduMove in comparison with CON at post test (11.8 ?? 5.6 vs 12.7 ?? 5.3; p=0.008), it was observed higher physical activity level for EduMovi vs CON (?? 23.3 vs 2.9 METs; p=0.09). Children showed better results at reading capacity for EduMovi vs CON (65.2 ?? 4.9 vs 64.7 ?? 3.0; p=0.038). Regarding selective attention EduMovi was faster and committed less mistakes in comparison with pre test (236.1 ?? 39.9 vs 327.9 ?? 45.88 ms/%, ?? -90ms e - 2% de erros p=0.09). A short term interdisciplinary physical education program can improve reading capacity, and selective attention in children. These results may suggest that activity breaks during a school journey could contributing to learning.Dificuldades, problemas de aprendizagem, condi????es socioecon??micas, s??o fatores que justificam o alto ??ndice de repet??ncia escolar no sistema educacional brasileiro. Nesse sentido, a Educa????o F??sica interdisciplinar pode otimizar a aprendizagem da crian??a. O estudo teve por objetivo verificar os efeitos de um programa de educa????o f??sica interdisciplinar sobre o desempenho escolar e aten????o seletiva de crian??as. 60 meninos e meninas com desempenho escolar inferior, estudantes do 4?? ano do ensino fundamental foram divididos em grupo educa????o pelo movimento (EduMovi) (n=39, 9,7 ?? 1,0 anos; 31,6 ?? 6,2 kg; 1,4 ?? 0,1 m; 17,9 ?? 7,2 %G), que participou de aulas ativas com os conte??dos de portugu??s e durante o turno escolar (duas vezes por semana por tr??s meses) (172,8 ?? 16,31 bpm); e grupo controle (CON, n=21, 9,9??0,8 anos; 30,0 ?? 5,1 kg; 1,4 ?? 0,1 m; 17,1 ?? 8,6 %G) que permaneceu assistindo aulas tradicionais de portugu??s e matem??tica durante o mesmo per??odo (92,4 ?? 8,9 bpm). A ANOVA revelou redu????o na dobra cut??nea tricipital para EduMovi em compara????o com grupo CON no p??s teste (11,8 ?? 5,6 vs 12,7 ?? 5,3; p=0,008), houve ainda um aumento no NAF para EduMovi vs CON por??m n??o foi significativo (?? 23,3 vs 2,9 METs; p=0,09). Na capacidade de leitura foi observado um melhor escore para EduMovi no p??s teste comparado com CON (65,2 ?? 4,9 vs 64,7 3,0; p=0,038). Na etapa incongruente do teste de Stroop que avalia a aten????o seletiva, o grupo EduMovi foi mais r??pido e errou menos em compara????o com o pr?? teste, mas o resultado n??o foi significativo (236,1 ?? 39,9 vs 327,9 ?? 45,88 ms/%, ?? -90ms e -2% de erros p=0,09). Um programa de curto prazo de educa????o f??sica interdisciplinar pode melhorar a capacidade de leitura e aten????o seletiva de crian??as.Submitted by Biblioteca Digital de Teses e Disserta????es (sdi@ucb.br) on 2017-11-20T13:05:13Z No. of bitstreams: 1 IsabelaAlmeidaRamosTeseParcial2017.pdf: 1042461 bytes, checksum: f6949b777ee0947e83bb52979487d593 (MD5)Approved for entry into archive by Biblioteca Digital de Teses e Disserta????es (sdi@ucb.br) on 2017-11-20T13:10:49Z (GMT) No. of bitstreams: 1 IsabelaAlmeidaRamosTeseParcial2017.pdf: 1042461 bytes, checksum: f6949b777ee0947e83bb52979487d593 (MD5)Made available in DSpace on 2017-11-20T13:10:49Z (GMT). No. of bitstreams: 1 IsabelaAlmeidaRamosTeseParcial2017.pdf: 1042461 bytes, checksum: f6949b777ee0947e83bb52979487d593 (MD5) Previous issue date: 2017-06-21application/pdfhttps://bdtd.ucb.br:8443/jspui/retrieve/5291/IsabelaAlmeidaRamosTeseParcial2017.pdf.jpgporUniversidade Cat??lica de Bras??liaPrograma Strictu Sensu em Educa????o F??sicaUCBBrasilEscola de Sa??de e MedicinaCrian??asAten????o seletivaDesempenho escolcarEduca????o f??sicaCNPQ::CIENCIAS DA SAUDE::EDUCACAO FISICAEfeitos positivos do uso de brincadeiras ativas para aprendizagem de conte??dos escolares e a cogni????o de crian??asinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UCBinstname:Universidade Católica de Brasília (UCB)instacron:UCBLICENSElicense.txtlicense.txttext/plain; charset=utf-82122https://200.214.135.178:8443/jspui/bitstream/tede/2313/1/license.txt302d2cd6169132532f8ce4ab3974cba3MD51ORIGINALIsabelaAlmeidaRamosTeseParcial2017.pdfIsabelaAlmeidaRamosTeseParcial2017.pdfapplication/pdf1042461https://200.214.135.178:8443/jspui/bitstream/tede/2313/2/IsabelaAlmeidaRamosTeseParcial2017.pdff6949b777ee0947e83bb52979487d593MD52TEXTIsabelaAlmeidaRamosTeseParcial2017.pdf.txtIsabelaAlmeidaRamosTeseParcial2017.pdf.txttext/plain14784https://200.214.135.178:8443/jspui/bitstream/tede/2313/3/IsabelaAlmeidaRamosTeseParcial2017.pdf.txta60efc5f3912a99902078615f035bea7MD53THUMBNAILIsabelaAlmeidaRamosTeseParcial2017.pdf.jpgIsabelaAlmeidaRamosTeseParcial2017.pdf.jpgimage/jpeg4891https://200.214.135.178:8443/jspui/bitstream/tede/2313/4/IsabelaAlmeidaRamosTeseParcial2017.pdf.jpg1dee7d9753fcd8795de5f1d74104ab33MD54tede/23132019-09-09 17:31:31.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Biblioteca Digital de Teses e Dissertaçõeshttps://bdtd.ucb.br:8443/jspui/ |
| dc.title.por.fl_str_mv |
Efeitos positivos do uso de brincadeiras ativas para aprendizagem de conte??dos escolares e a cogni????o de crian??as |
| title |
Efeitos positivos do uso de brincadeiras ativas para aprendizagem de conte??dos escolares e a cogni????o de crian??as |
| spellingShingle |
Efeitos positivos do uso de brincadeiras ativas para aprendizagem de conte??dos escolares e a cogni????o de crian??as Ramos, Isabela Almeida Crian??as Aten????o seletiva Desempenho escolcar Educa????o f??sica CNPQ::CIENCIAS DA SAUDE::EDUCACAO FISICA |
| title_short |
Efeitos positivos do uso de brincadeiras ativas para aprendizagem de conte??dos escolares e a cogni????o de crian??as |
| title_full |
Efeitos positivos do uso de brincadeiras ativas para aprendizagem de conte??dos escolares e a cogni????o de crian??as |
| title_fullStr |
Efeitos positivos do uso de brincadeiras ativas para aprendizagem de conte??dos escolares e a cogni????o de crian??as |
| title_full_unstemmed |
Efeitos positivos do uso de brincadeiras ativas para aprendizagem de conte??dos escolares e a cogni????o de crian??as |
| title_sort |
Efeitos positivos do uso de brincadeiras ativas para aprendizagem de conte??dos escolares e a cogni????o de crian??as |
| author |
Ramos, Isabela Almeida |
| author_facet |
Ramos, Isabela Almeida |
| author_role |
author |
| dc.contributor.advisor1.fl_str_mv |
Campbell, Carmen Silvia Grubert |
| dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2410015141212165 |
| dc.contributor.advisor-co1.fl_str_mv |
Fontes, Eduardo Bodnariuc |
| dc.contributor.advisor-co1Lattes.fl_str_mv |
http://lattes.cnpq.br/5147519104600801 |
| dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8227379033750062 |
| dc.contributor.author.fl_str_mv |
Ramos, Isabela Almeida |
| contributor_str_mv |
Campbell, Carmen Silvia Grubert Fontes, Eduardo Bodnariuc |
| dc.subject.por.fl_str_mv |
Crian??as Aten????o seletiva Desempenho escolcar Educa????o f??sica |
| topic |
Crian??as Aten????o seletiva Desempenho escolcar Educa????o f??sica CNPQ::CIENCIAS DA SAUDE::EDUCACAO FISICA |
| dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS DA SAUDE::EDUCACAO FISICA |
| dc.description.abstract.eng.fl_txt_mv |
Learning difficulties and disturbs, socioeconomic conditions, could justify the high rate of brazilian educational system failure. Therefore, interdisciplinary Physical Education can ameliorate children learning. The purpose of this study was to verify the effects of an interdisciplinary physical education program on academic achievement and selective attention in children. 60 boys and girls from 4th grade of public elementary brazilian school, underwent a Education by Movement group (EduMove) (n=39, 9.7??yr; 31.6 ?? 6.2 kg; 1.4 ?? 0.1 m; 17.9 ?? 7.2 %G) with math, written and reading classes through physical education activities during a school journey (172.8??16.31bpm) (60min each class, twice a week), and a control group (Con) (n=21, 9.9??0.8yr; 30.0 ?? 5.1 kg; 1.4 ?? 0.1 m; 17.1 ?? 8.6 %G) which participated at traditional classes (92.4??8.9bpm). Thereafter children undertook anthropometric (weight, height, body fat), physical activity level, academic achievement, selective attention test (Stroop Go/NoGo), before and after three months. ANOVA revealed tricipital skinfold reduction for EduMove in comparison with CON at post test (11.8 ?? 5.6 vs 12.7 ?? 5.3; p=0.008), it was observed higher physical activity level for EduMovi vs CON (?? 23.3 vs 2.9 METs; p=0.09). Children showed better results at reading capacity for EduMovi vs CON (65.2 ?? 4.9 vs 64.7 ?? 3.0; p=0.038). Regarding selective attention EduMovi was faster and committed less mistakes in comparison with pre test (236.1 ?? 39.9 vs 327.9 ?? 45.88 ms/%, ?? -90ms e - 2% de erros p=0.09). A short term interdisciplinary physical education program can improve reading capacity, and selective attention in children. These results may suggest that activity breaks during a school journey could contributing to learning. |
| dc.description.abstract.por.fl_txt_mv |
Dificuldades, problemas de aprendizagem, condi????es socioecon??micas, s??o fatores que justificam o alto ??ndice de repet??ncia escolar no sistema educacional brasileiro. Nesse sentido, a Educa????o F??sica interdisciplinar pode otimizar a aprendizagem da crian??a. O estudo teve por objetivo verificar os efeitos de um programa de educa????o f??sica interdisciplinar sobre o desempenho escolar e aten????o seletiva de crian??as. 60 meninos e meninas com desempenho escolar inferior, estudantes do 4?? ano do ensino fundamental foram divididos em grupo educa????o pelo movimento (EduMovi) (n=39, 9,7 ?? 1,0 anos; 31,6 ?? 6,2 kg; 1,4 ?? 0,1 m; 17,9 ?? 7,2 %G), que participou de aulas ativas com os conte??dos de portugu??s e durante o turno escolar (duas vezes por semana por tr??s meses) (172,8 ?? 16,31 bpm); e grupo controle (CON, n=21, 9,9??0,8 anos; 30,0 ?? 5,1 kg; 1,4 ?? 0,1 m; 17,1 ?? 8,6 %G) que permaneceu assistindo aulas tradicionais de portugu??s e matem??tica durante o mesmo per??odo (92,4 ?? 8,9 bpm). A ANOVA revelou redu????o na dobra cut??nea tricipital para EduMovi em compara????o com grupo CON no p??s teste (11,8 ?? 5,6 vs 12,7 ?? 5,3; p=0,008), houve ainda um aumento no NAF para EduMovi vs CON por??m n??o foi significativo (?? 23,3 vs 2,9 METs; p=0,09). Na capacidade de leitura foi observado um melhor escore para EduMovi no p??s teste comparado com CON (65,2 ?? 4,9 vs 64,7 3,0; p=0,038). Na etapa incongruente do teste de Stroop que avalia a aten????o seletiva, o grupo EduMovi foi mais r??pido e errou menos em compara????o com o pr?? teste, mas o resultado n??o foi significativo (236,1 ?? 39,9 vs 327,9 ?? 45,88 ms/%, ?? -90ms e -2% de erros p=0,09). Um programa de curto prazo de educa????o f??sica interdisciplinar pode melhorar a capacidade de leitura e aten????o seletiva de crian??as. |
| description |
Learning difficulties and disturbs, socioeconomic conditions, could justify the high rate of brazilian educational system failure. Therefore, interdisciplinary Physical Education can ameliorate children learning. The purpose of this study was to verify the effects of an interdisciplinary physical education program on academic achievement and selective attention in children. 60 boys and girls from 4th grade of public elementary brazilian school, underwent a Education by Movement group (EduMove) (n=39, 9.7??yr; 31.6 ?? 6.2 kg; 1.4 ?? 0.1 m; 17.9 ?? 7.2 %G) with math, written and reading classes through physical education activities during a school journey (172.8??16.31bpm) (60min each class, twice a week), and a control group (Con) (n=21, 9.9??0.8yr; 30.0 ?? 5.1 kg; 1.4 ?? 0.1 m; 17.1 ?? 8.6 %G) which participated at traditional classes (92.4??8.9bpm). Thereafter children undertook anthropometric (weight, height, body fat), physical activity level, academic achievement, selective attention test (Stroop Go/NoGo), before and after three months. ANOVA revealed tricipital skinfold reduction for EduMove in comparison with CON at post test (11.8 ?? 5.6 vs 12.7 ?? 5.3; p=0.008), it was observed higher physical activity level for EduMovi vs CON (?? 23.3 vs 2.9 METs; p=0.09). Children showed better results at reading capacity for EduMovi vs CON (65.2 ?? 4.9 vs 64.7 ?? 3.0; p=0.038). Regarding selective attention EduMovi was faster and committed less mistakes in comparison with pre test (236.1 ?? 39.9 vs 327.9 ?? 45.88 ms/%, ?? -90ms e - 2% de erros p=0.09). A short term interdisciplinary physical education program can improve reading capacity, and selective attention in children. These results may suggest that activity breaks during a school journey could contributing to learning. |
| publishDate |
2017 |
| dc.date.accessioned.fl_str_mv |
2017-11-20T13:10:49Z |
| dc.date.issued.fl_str_mv |
2017-06-21 |
| dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
| dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
| status_str |
publishedVersion |
| format |
doctoralThesis |
| dc.identifier.citation.fl_str_mv |
RAMOS, Isabela Almeida. Efeitos positivos do uso de brincadeiras ativas para aprendizagem de conte??dos escolares e a cogni????o de crian??as. 2017. 86 f. Tese (Programa Stricto Sensu em Educa????o F??sica) - Universidade Cat??lica de Bras??lia, Bras??lia, 2017. |
| dc.identifier.uri.fl_str_mv |
https://bdtd.ucb.br:8443/jspui/handle/tede/2313 |
| identifier_str_mv |
RAMOS, Isabela Almeida. Efeitos positivos do uso de brincadeiras ativas para aprendizagem de conte??dos escolares e a cogni????o de crian??as. 2017. 86 f. Tese (Programa Stricto Sensu em Educa????o F??sica) - Universidade Cat??lica de Bras??lia, Bras??lia, 2017. |
| url |
https://bdtd.ucb.br:8443/jspui/handle/tede/2313 |
| dc.language.iso.fl_str_mv |
por |
| language |
por |
| dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
| eu_rights_str_mv |
openAccess |
| dc.format.none.fl_str_mv |
application/pdf |
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Universidade Cat??lica de Bras??lia |
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Universidade Cat??lica de Bras??lia |
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