The influence between cognitive and motor domains in students from 7 to 9 years
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/2424 |
Resumo: | Currently, there is a growing increase evidenced by the evaluating bodies about unsatisfactory school performance, or low school proficiency. The development of aspects of memory, learning and the inseparable body-mind relationship for the subject's learning, brings to light the concept of embodied cognition, or embodied cognition, for which the motor system influences cognition, or cognitive development, basically composed of executive functions - set of cognitive skills needed to learn new things, reason or concentrate in the face of a distracting environment - cognitive flexibility, inhibitory control, working memory, problem solving, reasoning and planning. The aim of the present study is to compare motor development and executive functioning in students aged 7 to 9 years, with unsatisfactory (I) and satisfactory (S) school performance. A quantitative cross-sectional study with the following instruments was used as a quantitative methodology: i) TGMD2 (motor test); ii) Trail Test (executive functions); iii) BMI (weight / height ratio); iv) sociodemographic questionnaire; v) evaluation of students' academic performance (according to the school's criteria for concepts of general non-built proficiency - I and under construction - S). The results show that there was no significance in the comparison between motor performance in the school performance groups I and S for this sample; however, significance was found between Executive Functions (Trail Test) and School Performance I and S. It is concluded that both motor development and executive functioning can influence school performance, when these are not properly developed and are below the recommendations in the literature, as evidenced. Studies of this nature are still in small numbers, especially empirical studies in the context of students' school routine; the relevance of the work is also considered through similar international and national researches that demonstrate the concern with the still present dualism body-mind in school. It is hoped that this research can contribute to the emerging interface between the pedagogical and health areas, collaborating so that teaching professionals discuss with greater propriety the concepts of bioecological systems, their affordances, and those related to the new paradigm of embodied cognition, that is, of the corporealized mind, and develop quality opportunities and stimulations for the body / movement of children at school. |
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The influence between cognitive and motor domains in students from 7 to 9 yearsLa influencia entre dominios cognitivos y motorizados en estudiantes de 7 a 9 añosA influência entre os domínios cognitivo e motor em estudantes de 07 a 09 anosEnseñanzCuerpo\movimientoFunciones ejecutivasEmbodied Cognition.EnsinoCorpo\movimentoFunções ExecutivasEmbodied Cognition.TeachingBody\movementExecutive functionsEmbodied Cognition.Currently, there is a growing increase evidenced by the evaluating bodies about unsatisfactory school performance, or low school proficiency. The development of aspects of memory, learning and the inseparable body-mind relationship for the subject's learning, brings to light the concept of embodied cognition, or embodied cognition, for which the motor system influences cognition, or cognitive development, basically composed of executive functions - set of cognitive skills needed to learn new things, reason or concentrate in the face of a distracting environment - cognitive flexibility, inhibitory control, working memory, problem solving, reasoning and planning. The aim of the present study is to compare motor development and executive functioning in students aged 7 to 9 years, with unsatisfactory (I) and satisfactory (S) school performance. A quantitative cross-sectional study with the following instruments was used as a quantitative methodology: i) TGMD2 (motor test); ii) Trail Test (executive functions); iii) BMI (weight / height ratio); iv) sociodemographic questionnaire; v) evaluation of students' academic performance (according to the school's criteria for concepts of general non-built proficiency - I and under construction - S). The results show that there was no significance in the comparison between motor performance in the school performance groups I and S for this sample; however, significance was found between Executive Functions (Trail Test) and School Performance I and S. It is concluded that both motor development and executive functioning can influence school performance, when these are not properly developed and are below the recommendations in the literature, as evidenced. Studies of this nature are still in small numbers, especially empirical studies in the context of students' school routine; the relevance of the work is also considered through similar international and national researches that demonstrate the concern with the still present dualism body-mind in school. It is hoped that this research can contribute to the emerging interface between the pedagogical and health areas, collaborating so that teaching professionals discuss with greater propriety the concepts of bioecological systems, their affordances, and those related to the new paradigm of embodied cognition, that is, of the corporealized mind, and develop quality opportunities and stimulations for the body / movement of children at school.Actualmente, hay un aumento creciente evidenciado por los organismos evaluadores sobre el desempeño escolar insatisfactorio o la baja competencia escolar. El desarrollo de aspectos de la memoria, el aprendizaje y la relación inseparable cuerpo-mente para el aprendizaje del sujeto, saca a la luz el concepto de cognición encarnada, o cognición encarnada, para la cual el sistema motor influye en la cognición, o desarrollo cognitivo, básicamente compuesto de funciones ejecutivas: conjunto de habilidades cognitivas necesarias para aprender cosas nuevas, razonar o concentrarse frente a un entorno que distrae: flexibilidad cognitiva, control inhibitorio, memoria de trabajo, resolución de problemas, razonamiento y planificación. El objetivo del presente estudio es comparar el desarrollo motor y el funcionamiento ejecutivo en estudiantes de 7 a 9 años, con un rendimiento escolar insatisfactorio (I) y satisfactorio (S). Se utilizó un estudio transversal cuantitativo con los siguientes instrumentos como metodología cuantitativa: i) TGMD2 (prueba motora); ii) Prueba Trail (funciones ejecutivas); iii) IMC (relación peso / altura); iv) cuestionario sociodemográfico; v) evaluación del rendimiento académico de los estudiantes (de acuerdo con los criterios de la escuela para los conceptos de competencia general no construida - I y en construcción - S). Los resultados muestran que no hubo significación en la comparación entre el rendimiento motor en los grupos de rendimiento escolar I y S para esta muestra; sin embargo, se encontró importancia entre las funciones ejecutivas (prueba de prueba) y el rendimiento escolar I y S. Se concluye que tanto el desarrollo motor como el funcionamiento ejecutivo pueden influir en el rendimiento escolar, cuando estos no se desarrollan adecuadamente y se debajo de las recomendaciones en la literatura, como se evidencia. Los estudios de esta naturaleza todavía son pequeños, especialmente los estudios empíricos en el contexto de la rutina escolar de los estudiantes; La relevancia del trabajo también se considera a través de investigaciones similares a nivel internacional y nacional que demuestran la preocupación con el dualismo aún presente cuerpo-mente en la escuela. Se espera que esta investigación pueda contribuir a la interfaz emergente entre las áreas pedagógica y de salud, colaborando para que los profesionales docentes discutan con mayor propiedad los conceptos de sistemas bioecológicos, sus posibilidades y aquellos relacionados con el nuevo paradigma de la cognición incorporada, es decir, de la mente corporalizada, y desarrollar oportunidades y estímulos de calidad para el cuerpo / movimiento de los niños en la escuela.Atualmente há um crescente aumento evidenciado pelos órgãos avaliadores acerca do desempenho escolar insatisfatório, ou baixa proficiência escolar. O desenvolvimento dos aspectos da memória, da aprendizagem e da indissociável relação corpo-mente para a aprendizagem do sujeito, traz à luz o conceito da cognição incorporada, ou da mente corporalizada – embodied cognition, para os quais o sistema motor influencia a cognição, ou desenvolvimento cognitivo, composto basicamente pelas funções executivas - conjunto de habilidades cognitivas necessárias para aprender coisas novas, raciocinar ou concentrar-se diante de um ambiente distrator - flexibilidade cognitiva, controle inibitório, memória de trabalho, resolução de problemas, raciocínio e planejamento. O objetivo do presente estudo é comparar o desenvolvimento motor e o funcionamento executivo em estudantes de 07 a 09 anos, com desempenho escolar insatisfatório (I) e satisfatório (S). Foi utilizada como metodologia quantitativa um estudo comparativo transversal com os seguintes instrumentos: i) TGMD2 (teste motor); ii) Teste de Trilhas (funções executivas); iii) IMC (relação peso\altura); iv) questionário sociodemográfico; v) avaliação do desempenho escolar dos estudantes (segundo critério da escola para conceitos de proficiência geral não construída - I e em construção - S). Os resultados apontam que não houve significância na comparação entre desempenho motor nos grupos de desempenho escolar I e S para esta amostra; porém, encontrou-se significância entre Funções Executivas (Teste de Trilhas) e Desempenho Escolar I e S. Conclui-se que tanto o desenvolvimento motor quanto o funcionamento executivo, podem influenciar no desempenho escolar, quando estes não forem devidamente desenvolvidos e se encontrando a baixo das recomendações da literatura, como evidenciado. Estudos desta natureza ainda são em pequeno número, sobretudo os estudos empíricos no contexto do cotidiano escolar dos estudantes; também se considera a relevância do trabalho mediante pesquisas similares internacionais e nacionais que demonstram a preocupação com o ainda presente dualismo corpo-mente na escola. Espera-se que esta pesquisa possa contribuir para a emergente interface entre as áreas pedagógicas e da saúde, colaborando para que os profissionais do ensino discutam com maior propriedade os conceitos de sistemas bioecológicos, seus affordances, e àqueles afetos ao novo paradigma do embodied cognition, ou seja, da mente corporalizada, e desenvolvam oportunidades e estimulações de qualidade para o corpo/movimento das crianças na escola.Research, Society and Development2020-03-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/242410.33448/rsd-v9i4.2424Research, Society and Development; Vol. 9 No. 4; e177942424Research, Society and Development; Vol. 9 Núm. 4; e177942424Research, Society and Development; v. 9 n. 4; e1779424242525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/2424/2276Copyright (c) 2020 Austrogildo Hardmam Junior, Cleonice Terezinha Fernandes, Fabrício Bruno Cardoso, Héliton Jânio Gomes Rosa, Cilene Maria Lima Antunes Macielinfo:eu-repo/semantics/openAccessJunior, Austrogildo HardmamFernandes, Cleonice TerezinhaCardoso, Fabrício BrunoRosa, Héliton Jânio GomesMaciel, Cilene Maria Lima Antunes2020-08-20T18:07:16Zoai:ojs.pkp.sfu.ca:article/2424Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:27:02.865225Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
The influence between cognitive and motor domains in students from 7 to 9 years La influencia entre dominios cognitivos y motorizados en estudiantes de 7 a 9 años A influência entre os domínios cognitivo e motor em estudantes de 07 a 09 anos |
title |
The influence between cognitive and motor domains in students from 7 to 9 years |
spellingShingle |
The influence between cognitive and motor domains in students from 7 to 9 years Junior, Austrogildo Hardmam Enseñanz Cuerpo\movimiento Funciones ejecutivas Embodied Cognition. Ensino Corpo\movimento Funções Executivas Embodied Cognition. Teaching Body\movement Executive functions Embodied Cognition. |
title_short |
The influence between cognitive and motor domains in students from 7 to 9 years |
title_full |
The influence between cognitive and motor domains in students from 7 to 9 years |
title_fullStr |
The influence between cognitive and motor domains in students from 7 to 9 years |
title_full_unstemmed |
The influence between cognitive and motor domains in students from 7 to 9 years |
title_sort |
The influence between cognitive and motor domains in students from 7 to 9 years |
author |
Junior, Austrogildo Hardmam |
author_facet |
Junior, Austrogildo Hardmam Fernandes, Cleonice Terezinha Cardoso, Fabrício Bruno Rosa, Héliton Jânio Gomes Maciel, Cilene Maria Lima Antunes |
author_role |
author |
author2 |
Fernandes, Cleonice Terezinha Cardoso, Fabrício Bruno Rosa, Héliton Jânio Gomes Maciel, Cilene Maria Lima Antunes |
author2_role |
author author author author |
dc.contributor.author.fl_str_mv |
Junior, Austrogildo Hardmam Fernandes, Cleonice Terezinha Cardoso, Fabrício Bruno Rosa, Héliton Jânio Gomes Maciel, Cilene Maria Lima Antunes |
dc.subject.por.fl_str_mv |
Enseñanz Cuerpo\movimiento Funciones ejecutivas Embodied Cognition. Ensino Corpo\movimento Funções Executivas Embodied Cognition. Teaching Body\movement Executive functions Embodied Cognition. |
topic |
Enseñanz Cuerpo\movimiento Funciones ejecutivas Embodied Cognition. Ensino Corpo\movimento Funções Executivas Embodied Cognition. Teaching Body\movement Executive functions Embodied Cognition. |
description |
Currently, there is a growing increase evidenced by the evaluating bodies about unsatisfactory school performance, or low school proficiency. The development of aspects of memory, learning and the inseparable body-mind relationship for the subject's learning, brings to light the concept of embodied cognition, or embodied cognition, for which the motor system influences cognition, or cognitive development, basically composed of executive functions - set of cognitive skills needed to learn new things, reason or concentrate in the face of a distracting environment - cognitive flexibility, inhibitory control, working memory, problem solving, reasoning and planning. The aim of the present study is to compare motor development and executive functioning in students aged 7 to 9 years, with unsatisfactory (I) and satisfactory (S) school performance. A quantitative cross-sectional study with the following instruments was used as a quantitative methodology: i) TGMD2 (motor test); ii) Trail Test (executive functions); iii) BMI (weight / height ratio); iv) sociodemographic questionnaire; v) evaluation of students' academic performance (according to the school's criteria for concepts of general non-built proficiency - I and under construction - S). The results show that there was no significance in the comparison between motor performance in the school performance groups I and S for this sample; however, significance was found between Executive Functions (Trail Test) and School Performance I and S. It is concluded that both motor development and executive functioning can influence school performance, when these are not properly developed and are below the recommendations in the literature, as evidenced. Studies of this nature are still in small numbers, especially empirical studies in the context of students' school routine; the relevance of the work is also considered through similar international and national researches that demonstrate the concern with the still present dualism body-mind in school. It is hoped that this research can contribute to the emerging interface between the pedagogical and health areas, collaborating so that teaching professionals discuss with greater propriety the concepts of bioecological systems, their affordances, and those related to the new paradigm of embodied cognition, that is, of the corporealized mind, and develop quality opportunities and stimulations for the body / movement of children at school. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-03-20 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/2424 10.33448/rsd-v9i4.2424 |
url |
https://rsdjournal.org/index.php/rsd/article/view/2424 |
identifier_str_mv |
10.33448/rsd-v9i4.2424 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/2424/2276 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 9 No. 4; e177942424 Research, Society and Development; Vol. 9 Núm. 4; e177942424 Research, Society and Development; v. 9 n. 4; e177942424 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052776952365056 |