Melhorando a função executiva por meio de atividades físicas cognitivamente desafiadoras com pedagogia não linear em escolas primárias
DOI:
https://doi.org/10.47197/retos.v51.101024Palavras-chave:
physical activity, nonlinear pedagogy, situational interest, cognitive engagement, design fluencyResumo
Este estudo investigou os efeitos do desafio cognitivo com jogos pedagógicos não lineares nas funções executivas e nos interesses situacionais de estudantes de educação física. Os participantes foram 145 alunos do quinto e sexto ano (74 meninos, 71 meninas) de quatro escolas primárias. Esta investigação aguda, que incluiu uma sessão de educação física, utilizou um desenho quase experimental com quatro grupos, medidas repetidas e cruzadas. Após o pós-teste, uma turma de quinto e sexto ano de cada escola foi designada aleatoriamente para o Grupo 1 com jogos de pedagogia não linear cognitivamente desafiadores, Grupo 2 com uma sessão para ensinar habilidades de futebol e Grupo 3 com uma sessão para ensinar atletismo. Habilidades de Campo e Grupo 4 (grupo de controle em lista de espera) com jogos de pedagogia não linear desafiadores física e cognitivamente. Foram incluídas medidas pré e pós-teste de funcionamento executivo e uma avaliação pós-teste de interesse situacional. Os alunos do grupo 1 que participaram de atividades físicas cognitivamente desafiadoras com jogos de pedagogia não linear aumentaram seus escores de funções executivas (t (39) = −19,75, p < 0,001, d = 1,82) mais do que os alunos que participaram de sessões de futebol do grupo 2 (t (33) =−3,14, p=0,005), habilidades atléticas do grupo 3 (t(38) =−0,98, p=0,325) e grupo 4 em tempo de espera na lista para controle (t(32) =−0,68, p= 0,523). Os efeitos positivos nas funções executivas dos alunos foram duplicados quando a sessão de atividade física cognitivamente exigente com jogos de pedagogia não linear foi administrada ao grupo de controle da lista de espera. Os alunos que participaram da sessão de habilidades de futebol apresentaram algumas melhorias em suas funções executivas. Os alunos que participaram de jogos físicos não lineares cognitivamente desafiadores obtiveram pontuações mais altas em novidade do que aqueles que participaram de futebol ou atletismo. Esses achados confirmam a eficácia da atividade física desafiadora cognitivamente, utilizando jogos não lineares, para estimular as funções executivas de estudantes de educação física.
Palavras-chave: Atividade física, pedagogia não linear, interesse situacional, engajamento cognitivo, fluência de design.
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