A prática de atividade física está associada a melhores cálculos matemáticos, raciocínio linguístico, comportamento e atenção em meninas com TDAH
DOI:
https://doi.org/10.47197/retos.v51.101337Palavras-chave:
ejercicio físico, escolares, inhibición, rendimiento académico, trastorno de conductaResumo
Atualmente encontramos números alarmantes de sedentarismo e inatividade física, duas condições que estão significativamente associadas ao cálculo matemático, ao raciocínio linguístico, ao comportamento e à atenção na idade escolar. Contudo, existem poucos estudos realizados em populações escolares com Transtorno de Déficit de Atenção e Hiperatividade (TDAH). O objetivo do presente estudo foi analisar a associação do nível de prática de Atividade Física Moderada-Vigorosa (AFMV) de escolares com diagnóstico de TDAH com o cálculo matemático, o raciocínio linguístico, o comportamento hiperativo-desatento e o nível de atenção seletiva. Participaram 94 estudantes (44 meninos; 47% e 50 meninas; 53%) com idade de 9,48 ± 2,10 anos. O cálculo matemático e o raciocínio linguístico foram avaliados por meio de testes ad hoc. Para comportamento hiperativo-desatento em sala de aula foi utilizado o teste EDAH e a atenção foi mensurada com o teste d2. Os resultados mostraram que uma maior prática de AFMV está associada a um maior nível de raciocínio linguístico. Ao realizar as análises separando por sexo, nas meninas, uma maior prática de AFMV foi associada a maior cálculo matemático e raciocínio linguístico, menor presença de comportamento hiperativo-desatento e melhor nível de atenção. Conclui-se que um alto nível de AFMV semanal poderia predizer maior cálculo matemático e raciocínio linguístico e baixa presença de comportamento hiperativo-impulsivo na escola. Os resultados sugerem promover a prática de AFMV em escolares com diagnóstico de TDAH.
Palavras-chave: exercício físico, escolares, inibição, desempenho acadêmico, transtorno comportamental.
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