Criação de jogos nas aulas de Educação Física como estratégia para o desenvolvimento de funções executivas no contexto escolar
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Arquivos
Tipo
Tese
Data de publicação
2019-02-14
Periódico
Citações (Scopus)
Autores
Paiano, Ronê
Orientador
Carreiro, Luiz Renato Rodrigues
Título da Revista
ISSN da Revista
Título de Volume
Membros da banca
Seabra, Alessandra Gotuzo
Assis, Silvana Maria Blascovi de
Rodrigues, Graciele Massoli
Freire, Elisabete dos Santos
Assis, Silvana Maria Blascovi de
Rodrigues, Graciele Massoli
Freire, Elisabete dos Santos
Programa
Distúrbios do Desenvolvimento
Resumo
Pesquisas têm demonstrado que o desempenho acadêmico dos alunos pode ser influenciado pelas Funções Executivas (FE), que se referem a uma série de processos cognitivos os quais possibilitam ao indivíduo controlar e regular seu comportamento frente às demandas e exigências ambientais. Uma das formas de estimular as FE na escola é por meio de jogos e brincadeiras, porém, para que isso ocorra, eles devem ser planejados a fim de que possam fornecer estímulos cognitivos aos alunos. O objetivo geral desta tese foi implementar e avaliar os efeitos de uma proposta de criação de jogos nas aulas de educação física para estimular o desenvolvimento das FE em alunos do 4.º ano. Participaram deste estudo 83 crianças, entre oito e dez anos de idade, do Ensino Fundamental de uma escola particular da cidade de São Paulo, seus respectivos pais, quatro professores de educação física e quatro professores de sala de aula. Os participantes foram divididos em: Grupo Experimental (GE), onde foi implementado, e Grupo Controle (GC), que continuou com as aulas de educação física regulares, sem intervenções específicas. Os instrumentos utilizados para avaliar as FE foram o Teste de Trilhas para Escolares (TT), Teste de Atenção por Cancelamento (TAC) e Inventário de Funcionamento Executivo e Regulação Infantil (IFERA-I). Para avaliar o perfil comportamental, foram utilizados o Inventário de Comportamento Motor (MBC) e o Breve Monitor de Problemas (BPM) e, para se conhecer o nível de atividade física habitual, utilizou-se o Questionário de Atividade Física Habitual. O registro das intervenções ocorreu por intermédio do diário de campo, observação participante e entrevista semiestruturada. Foram conduzidas análises não paramétricas, utilizando-se o teste de Mann-Whitney para comparar a média do ganho que é obtido com o cálculo da diferença dos resultados pós menos pré. O diário de campo, as entrevistas com os professores e a escuta dos alunos foram analisados de forma descritiva. Encontraram-se nos resultados efeitos significativos da intervenção no ganho do GE em comparação ao GC, tanto no TAC quanto nos itens relacionados à atenção de instrumento preenchido por pais (BPM) e pelos professores de educação física (MBC), o que reforça uma melhora nesse componente percebida (relatada) por diferentes instrumentos e informantes. Os professores de educação física reportaram a experiência como positiva e perceberam que a participação ativa dos alunos aumentou a motivação para a prática e melhorou a relação entre eles e o próprio professor. A percepção dos alunos sobre essa experiência de criar e vivenciar jogos foi relatada como de felicidade e realização. Citam como pontos positivos poder usar a imaginação, jogar um jogo novo e perceber a possibilidade de que seu jogo seja praticado por outras pessoas no mundo. Como dificuldades, mencionaram os ruídos na comunicação e no diálogo para o entendimento do grupo, assim como apresentar para os colegas o jogo e lembrar das regras na hora dele. Foi possível se identificar uma relação da intervenção com as FE ao se analisar cada etapa vivenciada e também nas falas dos alunos. Esta tese apresenta de forma inédita uma relação entre as medidas de funções cognitivas como FE e atenção e a educação física escolar, investigou uma faixa etária menos pesquisada no âmbito das FE e utilizou uma estratégia de aula inovadora na qual o aluno é protagonista de sua aprendizagem e cogestor da aula. Os resultados apresentados neste estudo são promissores e apontam para uma associação positiva entre a intervenção proposta e melhora em indicadores de atenção e FE. Entretanto, mais estudos são necessários para dar continuidade a este trabalho investigando efeitos de intervenções mais extensas e em outras faixas etárias.
Research has shown that students' academic performance can be influenced by Executive Functions (FE) that refers to a series of cognitive processes that enable the individual to control and regulate their behavior in the face of environmental demands and requirements. A way to stimulate FE in school is through playing games, but it has to be designed that it can provide cognitive stimuli to students. The general objective of this thesis was to implement and evaluate the effects of a proposal to create games in physical education classes to stimulate the development of FE in 4th-year students. The study included 83 children between the ages of eight and ten years in a private elementary school, in the city of São Paulo. Their respective parents, four physical education teachers, and four classroom teachers. Participants were divided into Experimental Group (GE), where it was implemented, and Control Group (GC), that continued with regular physical education classes without specific interventions. The instruments used to assess FE were Trail Making Test (TT), Attention Test for Cancellation (TAC) and FE and Children’s Regulation Inventory (IFERA-I). To evaluate the behavioral profile, the Motor Behavior Inventory (MBC) and the Brief Problem Monitor (BPM) were used and, in order to know the level of habitual physical activity, the Habitual Physical Activity Questionnaire was used.The recording of the interventions occurred through the field diary, that included participant observation and a semi-structured interview. Non-parametric analyzes were performed using the Mann-Whitney test to compare the mean gain obtained with the calculation of the difference of the results after less pre-test. The field diary, interviews with teachers and student listening were analyzed qualitatively. Significant effects of the intervention on the gain of the GE compared to the CG were found in the results, both in the TAC and in the items related to the attention of instrument filled by parents (BPM) and physical education teachers (MBC), which reinforces an improvement in this component perceived (reported) by different instruments and informants. Physical education teachers reported the experience as positive and realized that the active participation of the students increased the motivation to practice and improved the relationship between the students and the teacher. The students' perception of this experience of creating and living games was reported as happiness and achievement. It was cited as positive points to be able to use the imagination, to play a new game and to realize the possibility that other people in the world practice its game. As difficulties, it has mentioned the conflicts in the communication and the dialogue for the understanding of the group, as well as presenting to the colleagues the game and remember the rules in its hour. It was possible to identify a relation of the intervention with the FE when analyzing each stage lived and also in the speeches of the students. This thesis presents an unprecedented relationship between measures of cognitive functions, such as FE and attention and school physical education, investigated a less researched age range within the FE and used an innovative classroom strategy in which the student is the protagonist of their learning and co-manager of the class. The results presented in this study are promising and point to a positive association between the proposed intervention and improvement in attention indicators and FE. However, more studies are needed to continue this work by investigating the effects of more extensive interventions and in other age groups.
Research has shown that students' academic performance can be influenced by Executive Functions (FE) that refers to a series of cognitive processes that enable the individual to control and regulate their behavior in the face of environmental demands and requirements. A way to stimulate FE in school is through playing games, but it has to be designed that it can provide cognitive stimuli to students. The general objective of this thesis was to implement and evaluate the effects of a proposal to create games in physical education classes to stimulate the development of FE in 4th-year students. The study included 83 children between the ages of eight and ten years in a private elementary school, in the city of São Paulo. Their respective parents, four physical education teachers, and four classroom teachers. Participants were divided into Experimental Group (GE), where it was implemented, and Control Group (GC), that continued with regular physical education classes without specific interventions. The instruments used to assess FE were Trail Making Test (TT), Attention Test for Cancellation (TAC) and FE and Children’s Regulation Inventory (IFERA-I). To evaluate the behavioral profile, the Motor Behavior Inventory (MBC) and the Brief Problem Monitor (BPM) were used and, in order to know the level of habitual physical activity, the Habitual Physical Activity Questionnaire was used.The recording of the interventions occurred through the field diary, that included participant observation and a semi-structured interview. Non-parametric analyzes were performed using the Mann-Whitney test to compare the mean gain obtained with the calculation of the difference of the results after less pre-test. The field diary, interviews with teachers and student listening were analyzed qualitatively. Significant effects of the intervention on the gain of the GE compared to the CG were found in the results, both in the TAC and in the items related to the attention of instrument filled by parents (BPM) and physical education teachers (MBC), which reinforces an improvement in this component perceived (reported) by different instruments and informants. Physical education teachers reported the experience as positive and realized that the active participation of the students increased the motivation to practice and improved the relationship between the students and the teacher. The students' perception of this experience of creating and living games was reported as happiness and achievement. It was cited as positive points to be able to use the imagination, to play a new game and to realize the possibility that other people in the world practice its game. As difficulties, it has mentioned the conflicts in the communication and the dialogue for the understanding of the group, as well as presenting to the colleagues the game and remember the rules in its hour. It was possible to identify a relation of the intervention with the FE when analyzing each stage lived and also in the speeches of the students. This thesis presents an unprecedented relationship between measures of cognitive functions, such as FE and attention and school physical education, investigated a less researched age range within the FE and used an innovative classroom strategy in which the student is the protagonist of their learning and co-manager of the class. The results presented in this study are promising and point to a positive association between the proposed intervention and improvement in attention indicators and FE. However, more studies are needed to continue this work by investigating the effects of more extensive interventions and in other age groups.
Descrição
Palavras-chave
funções executivas , educação física escolar , jogos , crianças , cognição
Assuntos Scopus
Citação
PAIANO, Ronê. Criação de jogos nas aulas de Educação Física como estratégia para o desenvolvimento de funções executivas no contexto escolar. 2019. 172 f. Tese (Doutorado em Distúrbios do Desenvolvimento) - Universidade Presbiteriana Mackenzie, São Paulo, 2019.