ResumoEstudos sobre coordenação motora grossa (CMG) de crianças focam na descrição dos valores normativos em razão da idade e sexo. Poucos analisam a dinâmica da mudança do desempenho de cada criança em relação ao seu grupo ao longo do tempo. O objetivo do presente estudo foi estimar a estabilidade das diferenças interindividuais na mudança intraindividual da CMG ao longo de 18 meses. Participaram do estudo 120 escolares de sete anos de idade da cidade de Muzambinho -MG. Foram realizadas quatro coletas com intervalos de seis meses. A CMG foi avaliada pelas provas do KTK. Os valores médios apresentaram incrementos em todas as provas, diferindo entre gênero apenas para o equilíbrio à retaguarda. Os resultados da correlação entre o desempenho inicial e a mudança ao longo do tempo indicaram uma forte heterogeneidade. Os resultados da estabilidade se mostraram fracos, os quais foram discutidos em relação a diferentes trajetórias do desenvolvimento da CMG. UNITERMOS: Estudo longitudinal; Diferenças interindividuais; Mudança intra-individual; "Tracking"; Crianças.O programa curricular de Educação Física de qualquer nível de ensino é o documento essencial na organização e estruturação do processo de ensino-aprendizagem de crianças e jovens em torno das diferentes manifestações da cultura de movimento e das mais elevadas potencialidades do desenvolvimento da motricidade, da personalidade e da socialização. A partir do programa é de esperar que o professor construa unidades didático-metodológicas de assuntos nucleares da disciplina. A efi cácia de sua implementação e alcance dos seus objetivos repousa, em boa medida, no conhecimento relativamente preciso e extenso das características dos alunos. Espera-se que o professor possua uma visão clara e profunda acerca da dinâmica do seu crescimento físico, da aprendizagem motora, do desenvolvimento motor, cognitivo e afetivo-social e

Self-controlling practice implies a process of decision making, which suggests that the options in a self-controlled practice condition could affect learners. The number of task components with no fixed position in a movement sequence may affect the way learners self-control their practice. A 200-cm coincident timing track with 90 light-emitting diodes (LEDs)--the first and the last LEDs being the warning and the target lights, respectively--was set so that the apparent speed of the light along the track was 1.33 m/sec. Participants were required to touch six sensors sequentially, the last one coincidently with the lighting of the target light (timing task). Group 1 (n = 55) had only one constraint, and were instructed to touch the sensors in any order, except for the last sensor which had to be the one positioned close to the target light. Group 2 (n = 53) had three constraints: the first two and the last sensor to be touched. Both groups practiced the task until timing error was less than 30 msec. on three consecutive trials. There were no statistically significant differences between groups in the number of trials needed to reach the performance criterion, but (a) participants in Group 2 created fewer sequences compared to Group 1, and (b) were more likely to use the same sequence throughout the learning process. The number of options for a movement sequence affected the way learners self-controlled their practice, but had no effect on the amount of practice to reach criterion performance.

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The purpose of this study was to investigate the effects of practice schedules with different levels of freedom of choice on learning of motor skills. One experiment was carried out, consisting of two phases: stabilization and adaptation. In the stabilization phase 120 children were assigned into six groups formed by the association between constant and constant-random practice schedules and different kinds of freedom of choice-of the sequence or of some components to form a sequence. In the adaptation phase, the learners were tested on their capacity to adapt to a perceptual-motor task modification. The group that performed in a constant practice schedule with freedom in choice of some components was more accurate than the other groups regarding absolute error, it was one of the most accurate regarding constant error, and it was among the most consistent groups (variable error) in the adaptation phase. These results indicate that constant practice schedule with freedom in choice of components to form the sequence allowed better adaptation to the new task.

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