Efeito de duas intervenções com atividade física em sala de aula sobre o desempenho cognitivo e indicadores de saúde de crianças do ensino fundamental
Autor(a) principal: | |
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Data de Publicação: | 2024 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | https://ri.ufs.br/jspui/handle/riufs/19553 |
Resumo: | Introduction: Intervention strategies such as active breaks and physically active lessons have shown promising effects in reducing sedentary behavior and improving academic performance. However, significant scientific gaps persist, particularly regarding the effects on cognitive function. Additionally, there is a scarcity of evidence from middle- and low-income countries like Brazil, and few studies compare diverse types of interventions, limiting the understanding of the relative effectiveness of these strategies. Objective: To investigate the effectiveness of active breaks and physically active lessons on cognitive function and health indicators in elementary school children. Methods: This study is a cluster-randomized clinical trial conducted in municipal schools in Aracaju, SE. Six schools were randomly assigned to three groups: 1) Active Breaks (2 schools with 6 classes, n=61) with 5 to 10-minute movement breaks between lessons to interrupt sitting time; 2) Physically Active Lessons (2 schools with 5 classes, n=77) combining movement with pedagogical content; and 3) Control (2 schools with 5 classes, n=46) following the traditional curriculum. The interventions took place over 8 weeks, from September to November 2022. Cognitive function was assessed by reaction time and total correct responses in five computerized tests: Visual Search (visual attention), Go/NoGo (inhibitory control), Mental Rotation (mental rotation), Posner Cueing (visual attention), and Digit Span (working memory). Physical activity was assessed objectively by pedometers and subjectively by the Web-CAAFE questionnaire. Quality of life was measured by the quality of life assessment scale (AUQEI), daytime sleepiness by the pediatric daytime sleepiness scale (PDSS), and school perception by a questionnaire with responses on a five-point visual analog scale. Generalized Estimating Equations models adjusted for age and sex were used to verify the effect of interactions over time. Statistical analyses were conducted in R, with a significance level of 5%. Results: In inhibitory control, there was a significant reduction in reaction time in the physically active lessons group (p<0.001), with no differences in the active breaks (p=0.991) and control (p=0.425) groups. For visual attention, there were significant changes in the total correct responses in the Cueing test for the physically active lessons group (p=0.014), but not for the active breaks (p=0.078) and control (p=0.405) groups. There was also a significant reduction in reaction time in the physically active lessons group (p<0.001), but not in the active breaks (p=0.222) and control (p=0.112) groups. In working memory, there was a significant increase in total correct responses in the physically active lessons group (p<0.001), while the active breaks (p=0.797) and control (p=0.816) groups showed no significant differences. There was a significant increase in daytime sleepiness symptoms in the physically active lessons group (p<0.001), with no differences in the active breaks (p=0.641) and control (p=0.324) groups. No significant changes were observed in the other variables. Conclusions: The findings suggest that physically active lessons are an effective intervention for improving inhibitory control, working memory, and visual attention in first-year elementary school children. |
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Melo, João Carlos do NascimentoSilva, Danilo Rodrigues Pereira da2024-07-10T17:03:27Z2024-07-10T17:03:27Z2024-02-28MELO, João Carlos do Nascimento. Efeito de duas intervenções com atividade física em sala de aula sobre o desempenho cognitivo e indicadores de saúde de crianças do ensino fundamental. 2024. 76 f. Dissertação (Mestrado em Educação Física) – Universidade Federal de Sergipe, São Cristóvão, 2024.https://ri.ufs.br/jspui/handle/riufs/19553Introduction: Intervention strategies such as active breaks and physically active lessons have shown promising effects in reducing sedentary behavior and improving academic performance. However, significant scientific gaps persist, particularly regarding the effects on cognitive function. Additionally, there is a scarcity of evidence from middle- and low-income countries like Brazil, and few studies compare diverse types of interventions, limiting the understanding of the relative effectiveness of these strategies. Objective: To investigate the effectiveness of active breaks and physically active lessons on cognitive function and health indicators in elementary school children. Methods: This study is a cluster-randomized clinical trial conducted in municipal schools in Aracaju, SE. Six schools were randomly assigned to three groups: 1) Active Breaks (2 schools with 6 classes, n=61) with 5 to 10-minute movement breaks between lessons to interrupt sitting time; 2) Physically Active Lessons (2 schools with 5 classes, n=77) combining movement with pedagogical content; and 3) Control (2 schools with 5 classes, n=46) following the traditional curriculum. The interventions took place over 8 weeks, from September to November 2022. Cognitive function was assessed by reaction time and total correct responses in five computerized tests: Visual Search (visual attention), Go/NoGo (inhibitory control), Mental Rotation (mental rotation), Posner Cueing (visual attention), and Digit Span (working memory). Physical activity was assessed objectively by pedometers and subjectively by the Web-CAAFE questionnaire. Quality of life was measured by the quality of life assessment scale (AUQEI), daytime sleepiness by the pediatric daytime sleepiness scale (PDSS), and school perception by a questionnaire with responses on a five-point visual analog scale. Generalized Estimating Equations models adjusted for age and sex were used to verify the effect of interactions over time. Statistical analyses were conducted in R, with a significance level of 5%. Results: In inhibitory control, there was a significant reduction in reaction time in the physically active lessons group (p<0.001), with no differences in the active breaks (p=0.991) and control (p=0.425) groups. For visual attention, there were significant changes in the total correct responses in the Cueing test for the physically active lessons group (p=0.014), but not for the active breaks (p=0.078) and control (p=0.405) groups. There was also a significant reduction in reaction time in the physically active lessons group (p<0.001), but not in the active breaks (p=0.222) and control (p=0.112) groups. In working memory, there was a significant increase in total correct responses in the physically active lessons group (p<0.001), while the active breaks (p=0.797) and control (p=0.816) groups showed no significant differences. There was a significant increase in daytime sleepiness symptoms in the physically active lessons group (p<0.001), with no differences in the active breaks (p=0.641) and control (p=0.324) groups. No significant changes were observed in the other variables. Conclusions: The findings suggest that physically active lessons are an effective intervention for improving inhibitory control, working memory, and visual attention in first-year elementary school children.Introdução: Estratégias de intervenção, como pausas ativas e lições fisicamente ativas, têm mostrado efeitos promissores na redução do comportamento sedentário e melhoria do desempenho acadêmico. Contudo, persistem lacunas científicas significativas, especialmente em relação aos efeitos na função cognitiva. Além disso, há uma escassez de evidências em países de renda média e baixa, como o Brasil, e poucos estudos comparam diferentes tipos de intervenção, limitando a compreensão da efetividade relativa dessas estratégias. Objetivo: Investigar a efetividade das pausas ativas e das lições fisicamente ativas na função cognitiva e nos indicadores de saúde em crianças do ensino fundamental. Métodos: O presente estudo é um ensaio clínico randomizado por clusters, realizado em escolas municipais de Aracaju/SE. Seis escolas foram distribuídas aleatoriamente em três grupos: 1) Pausas Ativas (2 escolas com 6 turmas, n=61) com interrupções de 5 a 10 minutos com movimento entre as lições para interromper o tempo sentado; 2) Lições Fisicamente Ativas (2 escolas com 5 turmas, n=77) combinando movimento com o conteúdo pedagógico; e 3) Controle (2 escolas, 5 turmas, n=46) seguindo o currículo tradicional. As intervenções ocorreram durante 8 semanas, de setembro a novembro de 2022. A função cognitiva foi avaliada pelo tempo de reação e total de acertos em cinco testes computadorizados: Busca Visual (atenção visual), Go/NoGo (controle inibitório), Mental Rotation (rotação mental), Cueing Posner (atenção visual) e DigitSpan (memória de trabalho). A atividade física foi avaliada objetivamente por pedômetros e subjetivamente pelo questionário WebCAAFE. A qualidade de vida foi medida pela escala de avaliação de qualidade de vida (AUQEI), a sonolência diurna pela escala pediátrica de sonolência diurna (PDSS), e a percepção da escola por um questionário com respostas em escala visual analógica de cinco pontos. Modelos de Equações de Estimativa Generalizada ajustado por idade e sexo foram utilizados para verificar o efeito das interações ao longo do tempo. As análises estatísticas foram conduzidas no R, com nível de significância de 5%. Resultados: No controle inibitório, houve uma redução significativa no tempo de reação no grupo de lições fisicamente ativas (p<0,001), sem diferenças nos grupos de pausas ativas (p=0,991) e controle (p=0,425). Para a atenção visual, houve mudanças significativas no total de acertos no teste Cueing para o grupo de lições fisicamente ativas (p=0,014), mas não para os grupos de pausas ativas (p=0,078) e controle (p=0,405). Também houve redução significativa no tempo de reação no grupo de lições fisicamente ativas (p<0,001), mas não nos grupos de pausas ativas (p=0,222) e controle (p=0,112). Na memória de trabalho, houve aumento significativo no total de acertos no grupo de lições fisicamente ativas (p<0,001), enquanto os grupos de pausas ativas (p=0,797) e controle (p=0,816) não apresentaram diferenças significativas. Houve aumento significativo nos sintomas de sonolência diurna no grupo de lições fisicamente ativas (p<0,001), sem diferenças nos grupos de pausas ativas (p=0,641) e controle (p=0,324). Não foram observadas mudanças significativas nas demais variáveis. Conclusões: Os achados sugerem que as lições fisicamente ativas são uma intervenção eficaz para melhorar o controle inibitório, a memória de trabalho e a atenção visual em crianças do primeiro ano do ensino fundamental.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESSão CristóvãoporEducação física (ensino fundamental)Comportamento humanoCognição em criançasComportamento sedentárioCogniçãoEscolaresSedentary behaviorCognitionSchoolchildrenCIENCIAS DA SAUDE::EDUCACAO FISICAEfeito de duas intervenções com atividade física em sala de aula sobre o desempenho cognitivo e indicadores de saúde de crianças do ensino fundamentalinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPós-Graduação em Educação FísicaUniversidade Federal de Sergipe (UFS)reponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessLICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/19553/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51ORIGINALJOAO_CARLOS_NASCIMENTO_MELO.pdfJOAO_CARLOS_NASCIMENTO_MELO.pdfapplication/pdf1861033https://ri.ufs.br/jspui/bitstream/riufs/19553/2/JOAO_CARLOS_NASCIMENTO_MELO.pdfd7b235a3f0af54cb6f1735f0402a5f90MD52riufs/195532024-07-10 14:03:32.589oai:oai:ri.ufs.br:repo_01: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2024-07-10T17:03:32Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
Efeito de duas intervenções com atividade física em sala de aula sobre o desempenho cognitivo e indicadores de saúde de crianças do ensino fundamental |
title |
Efeito de duas intervenções com atividade física em sala de aula sobre o desempenho cognitivo e indicadores de saúde de crianças do ensino fundamental |
spellingShingle |
Efeito de duas intervenções com atividade física em sala de aula sobre o desempenho cognitivo e indicadores de saúde de crianças do ensino fundamental Melo, João Carlos do Nascimento Educação física (ensino fundamental) Comportamento humano Cognição em crianças Comportamento sedentário Cognição Escolares Sedentary behavior Cognition Schoolchildren CIENCIAS DA SAUDE::EDUCACAO FISICA |
title_short |
Efeito de duas intervenções com atividade física em sala de aula sobre o desempenho cognitivo e indicadores de saúde de crianças do ensino fundamental |
title_full |
Efeito de duas intervenções com atividade física em sala de aula sobre o desempenho cognitivo e indicadores de saúde de crianças do ensino fundamental |
title_fullStr |
Efeito de duas intervenções com atividade física em sala de aula sobre o desempenho cognitivo e indicadores de saúde de crianças do ensino fundamental |
title_full_unstemmed |
Efeito de duas intervenções com atividade física em sala de aula sobre o desempenho cognitivo e indicadores de saúde de crianças do ensino fundamental |
title_sort |
Efeito de duas intervenções com atividade física em sala de aula sobre o desempenho cognitivo e indicadores de saúde de crianças do ensino fundamental |
author |
Melo, João Carlos do Nascimento |
author_facet |
Melo, João Carlos do Nascimento |
author_role |
author |
dc.contributor.author.fl_str_mv |
Melo, João Carlos do Nascimento |
dc.contributor.advisor1.fl_str_mv |
Silva, Danilo Rodrigues Pereira da |
contributor_str_mv |
Silva, Danilo Rodrigues Pereira da |
dc.subject.por.fl_str_mv |
Educação física (ensino fundamental) Comportamento humano Cognição em crianças Comportamento sedentário Cognição Escolares |
topic |
Educação física (ensino fundamental) Comportamento humano Cognição em crianças Comportamento sedentário Cognição Escolares Sedentary behavior Cognition Schoolchildren CIENCIAS DA SAUDE::EDUCACAO FISICA |
dc.subject.eng.fl_str_mv |
Sedentary behavior Cognition Schoolchildren |
dc.subject.cnpq.fl_str_mv |
CIENCIAS DA SAUDE::EDUCACAO FISICA |
description |
Introduction: Intervention strategies such as active breaks and physically active lessons have shown promising effects in reducing sedentary behavior and improving academic performance. However, significant scientific gaps persist, particularly regarding the effects on cognitive function. Additionally, there is a scarcity of evidence from middle- and low-income countries like Brazil, and few studies compare diverse types of interventions, limiting the understanding of the relative effectiveness of these strategies. Objective: To investigate the effectiveness of active breaks and physically active lessons on cognitive function and health indicators in elementary school children. Methods: This study is a cluster-randomized clinical trial conducted in municipal schools in Aracaju, SE. Six schools were randomly assigned to three groups: 1) Active Breaks (2 schools with 6 classes, n=61) with 5 to 10-minute movement breaks between lessons to interrupt sitting time; 2) Physically Active Lessons (2 schools with 5 classes, n=77) combining movement with pedagogical content; and 3) Control (2 schools with 5 classes, n=46) following the traditional curriculum. The interventions took place over 8 weeks, from September to November 2022. Cognitive function was assessed by reaction time and total correct responses in five computerized tests: Visual Search (visual attention), Go/NoGo (inhibitory control), Mental Rotation (mental rotation), Posner Cueing (visual attention), and Digit Span (working memory). Physical activity was assessed objectively by pedometers and subjectively by the Web-CAAFE questionnaire. Quality of life was measured by the quality of life assessment scale (AUQEI), daytime sleepiness by the pediatric daytime sleepiness scale (PDSS), and school perception by a questionnaire with responses on a five-point visual analog scale. Generalized Estimating Equations models adjusted for age and sex were used to verify the effect of interactions over time. Statistical analyses were conducted in R, with a significance level of 5%. Results: In inhibitory control, there was a significant reduction in reaction time in the physically active lessons group (p<0.001), with no differences in the active breaks (p=0.991) and control (p=0.425) groups. For visual attention, there were significant changes in the total correct responses in the Cueing test for the physically active lessons group (p=0.014), but not for the active breaks (p=0.078) and control (p=0.405) groups. There was also a significant reduction in reaction time in the physically active lessons group (p<0.001), but not in the active breaks (p=0.222) and control (p=0.112) groups. In working memory, there was a significant increase in total correct responses in the physically active lessons group (p<0.001), while the active breaks (p=0.797) and control (p=0.816) groups showed no significant differences. There was a significant increase in daytime sleepiness symptoms in the physically active lessons group (p<0.001), with no differences in the active breaks (p=0.641) and control (p=0.324) groups. No significant changes were observed in the other variables. Conclusions: The findings suggest that physically active lessons are an effective intervention for improving inhibitory control, working memory, and visual attention in first-year elementary school children. |
publishDate |
2024 |
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2024-07-10T17:03:27Z |
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2024-07-10T17:03:27Z |
dc.date.issued.fl_str_mv |
2024-02-28 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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MELO, João Carlos do Nascimento. Efeito de duas intervenções com atividade física em sala de aula sobre o desempenho cognitivo e indicadores de saúde de crianças do ensino fundamental. 2024. 76 f. Dissertação (Mestrado em Educação Física) – Universidade Federal de Sergipe, São Cristóvão, 2024. |
dc.identifier.uri.fl_str_mv |
https://ri.ufs.br/jspui/handle/riufs/19553 |
identifier_str_mv |
MELO, João Carlos do Nascimento. Efeito de duas intervenções com atividade física em sala de aula sobre o desempenho cognitivo e indicadores de saúde de crianças do ensino fundamental. 2024. 76 f. Dissertação (Mestrado em Educação Física) – Universidade Federal de Sergipe, São Cristóvão, 2024. |
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