Domínio físico da alfabetização motora e sua relação com a diversão nas aulas de Educação Física de alunos do 5º e 6º ano
DOI:
https://doi.org/10.47197/retos.v51.101568Palavras-chave:
Educación física, IMC, aptitud física, competencia motriz percibida, alfabetización motriz, disfruteResumo
O objetivo da pesquisa foi analisar componentes do domínio físico da alfabetização motora e sua relação com o prazer nas aulas de educação física de alunos do 5º ao 6º ano. Material e método: Trata-se de uma pesquisa descritiva-correlacional não experimental. A amostra corresponde a 70 alunos do quinto (n=32) e sexto (n=38) anos. Os instrumentos de coleta de dados foram através de questionários de prazer e competência motora percebida, enquanto para aptidão física foram aplicados os testes de salto horizontal, testes abdominais e teste de 1 milha, foram registrados dados antropométricos de peso e altura para o índice de massa corporal. Para análise dos dados foram utilizadas estatística descritiva (média e desvio padrão) e análise de correlação bivariada de Pearson e, por fim, aplicado modelo de regressão linear para explicar o comportamento da diversão com as demais variáveis. Resultados: Os resultados mostram correlação significativa entre prazer e competência motora percebida e controle de objetos (R=0,29 e R=0,34, respectivamente); entre prazer e aptidão física nas variáveis teste de abdominais e teste de 1 milha (R=0,37 e R=-0,31, respectivamente); e entre prazer e antropometria, nas variáveis peso e índice de massa corporal (ambas com R=-0,33). Conclusão: Os resultados sugerem que o prazer está associado à dimensão física da literacia motora expressa em particular com a competência motora percebida no controlo de objetos, teste de sentar-se, teste de 1 milha e índice de massa corporal.
Palavras-chave: Educação Física, IMC, aptidão física, competência motora percebida, alfabetização motora, prazer
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