Orientação espacial de alunos do primeiro segmento do ensino fundamental praticantes de xadrez

• Autor(a) principal: Cruz, Matheus Ramos da
• Data de Publicação: 2020
• Outros Autores: [e-mail]
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/18745
• topic: Chess; Motor development; Children; Spational orientation; Xadrez; Desempenho motor; Crianças; Orientação espacial; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO

There is evidence in the literature that points out that the practice of chess can actively contribute to the development of different areas of teaching such as mathematics, history, geography, Portuguese and the arts. However, there is still a shortage of information that points to possible contributions to the performance of the children's engine. Why a game / sport that presents its structure of pieces with movements, in front of an opponent, believes that its practice can contribute to the performance of spatial orientation, which are the important components that learn to read and write, widely discussed in literature. Given this, the present research project aims to verify how the teaching of chess (TC) can contribute to the performance of the right and left spatial orientation of students in the first segment of elementary school. 170 students from the municipal education system of Rio de Janeiro (SME) (85 chess practitioners - G1 and 85 chess practitioners - G2) were subjected to Piaget Head-Test tests, which is a battery of engine tests that aims to verify the performance of the right-left spatial orientation (OE) of children aged between 6 and 12 years. To analyze the collected data, a descriptive statistic was used to characterize and describe the scores obtained in the Piaget-Head Test of G1 and G2 students. Mann Whitney's non-parametric test was performed to compare the mean of the results obtained in the Ma and to verify whether there were significant differences between the results of the MI and the CA of the participating groups, admitting a significance level of p <0.05. As the results were possible, check if in both groups there was a mismatch between the chronological age and the EO. However, G1 students showed better performance in OE compared to G2, but without significant differences. When analyzing the data by age, it was seen that the 11-year-old students, who practiced chess for about 5 years and 8 months, showed better OE performance compared to other ages. The data suggested for the practice of chess carried out for a longer time may help to reduce the deficits present in the performance of the OE of children in the first segment of elementary school.