Efeito de um programa escolar de estimulação motora sobre desempenho da função executiva e atenção em crianças

Abstract

RESUMOA influência da atividade física escolar no desenvolvimento da função executiva infantil ainda não é consenso entre os estudos já realizados, portanto esse estudo tem como objetivo verificar o efeito da estimulação motora, nas respostas da função cognitiva de crianças na faixa etária de 6 a 10 anos, de escolas públicas do Distrito Federal, Brasil. Foram formados 2 grupos controle (n = 40) e experimental (n = 40), avaliados antes e depois da intervenção, as variáveis analisadas: motricidade, função executiva, tempo de reação e atenção seletiva. A intervenção ocorreu durante 7 meses com aulas de educação física escolar. Os resultados demonstraram que ocorreu uma diferença significativa entre os grupos nos testes de função executiva [F (1, 118) ABSTRACTThe influence of physical activity in children's development of executive function is not yet consensus among previous studies. So this study aims to evaluate the effects of school based motor stimulation in cognitive function responses in children aged 6 to 10 years of public schools at Brasília-Federal District, Brazil. It was formed two groups control (n = 40) and experimental (n = 40) who were studied before and after the intervention. The variable analyzed was: motor skills, executive function, reaction time and selective attention. The intervention occurred during 7 months, two times week, in a 50 minutes physical education classes. The results showed that there was a significant difference between groups in tests of executive function [F (1, 118) = 13.768, p = .001], reaction time [F (1, 118) = 18.352, p = .001] and attention selective [F (1, 64) = 14.531, p = .001]. Thus, it was observed that the experimental group improved not only its motor performance, but also significantly improved the performance of cognitive functions tested.

Effect of a psychomotor intervention program for children with ADHD

“…Historically, psychomotor stimulation is described in studies on motor education in the school setting, mainly in kindergarten and first grades (Le Boulch, 1988;Tani, 1987). In the current literature, even though most is related to education, existing research already associates motor characteristics to the cognitive, social, and psychological development of the child (Cardeal, Pereira, Silva, & França, 2013;Kashfi et al, 2019;Stein, Auerswald, & Ebersbach, 2017;Valentini, 2002).…”

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“…PE classes based on open-skill tasks, characterized by an unstable environment demanding continuous adaptation, showed better results in the executive functioning of overweight children, compared with standard PE classes (Crova et al 2014). A school-based motor program, designed to stimulate executive function and attention performance in children, showed positive results in children aged 6-10 years (Cardeal, Pereira, Da Silva, and De França 2013). Open-skills activities tend to demand not only physical effort but also cognitive engagement.…”

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“…In addition, is the ability to focus mental resources on the information that is most relevant at a given moment, for example, the ability to distinguish a figure of a specific context through the removal of stimuli [10].…”