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Advisor(s)
Abstract(s)
O presente relatório surge no âmbito da Unidade Curricular (UC) de Prática de Ensino Supervisionada II (PES II) do Curso de Mestrado em Ensino do 1º Ciclo do Ensino Básico (CEB) e Matemática e Ciências no 2º CEB. Este inclui a descrição, análise e reflexão sobre a prática pedagógica desenvolvida no 1º e no 2º CEB, assim como a apresentação da investigação realizada no 1º CEB.
Numa sociedade cada vez mais agitada e mais exigente e na qual as crianças estão cada vez mais expostas a estímulos, torna-se difícil focarem a atenção numa determinada tarefa. Além disso, a sociedade depara-se com maior obesidade e inatividade infantil. Assim, este estudo teve como objetivo, perceber o efeito de uma intervenção motora nas funções executivas (FE), na competência motora (CM) e nos comportamentos disruptivos, comparativamente a um grupo de controlo. Participaram 27 crianças (19 crianças no grupo de intervenção) com idades compreendidas entre 8 e os 10 anos, em que foram avaliadas usando o motor competence assessment (MCA), o Cognitive Assessment System (CAS) e grelhas de observação de comportamentos de desvio da tarefa. Para a análise dos resultados dos testes e das grelhas recorreu-se ao programa SPSS e aos testes Wilcoxon e Mann Whitney.
O grupo de intervenção foi sujeito a 2 aulas suplementares (35 minutos cada) de educação física (EF) tendo em consideração os objetivos específicos do programa de 1º ciclo.
Os resultados do estudo sugerem que o aumento das sessões de EF: (i) contribui para o melhoramento das habilidades estabilizadoras e locomotoras; (ii) contribui para o melhoramento das FE e (iii) diminui os comportamentos disruptivos dos alunos, favorecendo assim a sua atenção nas tarefas. Em suma, os resultados sugerem que o aumento das sessões de EF contribuiu para um melhoramento nas vertentes motora, cognitivas e comportamentais dos alunos.
ABSTRAT This report is part of the Curricular Unit of Supervised Teaching Practice II of the Master Course in Teaching of the 1st Cycle of Basic Education and Mathematics and Sciences in the 2nd Cycle of Basic Education. This includes the description, analysis and reflection on the pedagogical practice developed in the 1st and 2nd Cycle of Basic Education, as well as the presentation of the research carried out in the 1st Cycle of Basic Education. In an increasingly agitated and demanding society in which children are increasingly exposed to stimuli, it becomes difficult to focus attention on a particular task. In addition, society is faced with increased obesity and child inactivity. Thus, this study aimed to understand the effect of motor intervention on executive functions, motor competence and disruptive behaviors, compared to a control group. Participants included 27 children (19 children in the intervention group) aged 8 to 10 years, who were evaluated using the motor competence assessment, the Cognitive Assessment Syste assignment. The SPSS program and the Wilcoxon and Mann Whitney tests were used to analyze the results of the tests and grids. The intervention group was subjected to 2 additional classes (35 minutes each) of physical education taking into account the specific objectives of the 1st cycle program. The results of the study suggest that the increase in sessions: (i) contributes to the improvement of stabilizing and locomotive skills; (ii) contributes to the improvement of the executive functions and (iii) reduces the students' disruptive behavior, thus favoring their attention in the tasks. In summary, the results suggest that the increase in physical education sessions contributed to an improvement in the motor, cognitive and behavioral aspects of the students.
ABSTRAT This report is part of the Curricular Unit of Supervised Teaching Practice II of the Master Course in Teaching of the 1st Cycle of Basic Education and Mathematics and Sciences in the 2nd Cycle of Basic Education. This includes the description, analysis and reflection on the pedagogical practice developed in the 1st and 2nd Cycle of Basic Education, as well as the presentation of the research carried out in the 1st Cycle of Basic Education. In an increasingly agitated and demanding society in which children are increasingly exposed to stimuli, it becomes difficult to focus attention on a particular task. In addition, society is faced with increased obesity and child inactivity. Thus, this study aimed to understand the effect of motor intervention on executive functions, motor competence and disruptive behaviors, compared to a control group. Participants included 27 children (19 children in the intervention group) aged 8 to 10 years, who were evaluated using the motor competence assessment, the Cognitive Assessment Syste assignment. The SPSS program and the Wilcoxon and Mann Whitney tests were used to analyze the results of the tests and grids. The intervention group was subjected to 2 additional classes (35 minutes each) of physical education taking into account the specific objectives of the 1st cycle program. The results of the study suggest that the increase in sessions: (i) contributes to the improvement of stabilizing and locomotive skills; (ii) contributes to the improvement of the executive functions and (iii) reduces the students' disruptive behavior, thus favoring their attention in the tasks. In summary, the results suggest that the increase in physical education sessions contributed to an improvement in the motor, cognitive and behavioral aspects of the students.
Description
Relatório de Estágio realizado no âmbito da Prática de Ensino Supervisionada II e apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino do 1º Ciclo do Ensino Básico e Matemática e Ciências Naturais do 2º Ciclo do Ensino Básico
Keywords
Competência motora Funções executivas Comportamentos disruptivos Educação física Intervenção Motor competence Executive functions Disruptive behavior Physical education Intervention
Citation
Gonçalves, J. G. M. (2019). Qual o impacto da educação física nas vertentes motoras, cognitivas e comportamentais dos alunos? (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/10994
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa