O efeito da corrida aeróbica no pensamento e na resistência das crianças
DOI:
https://doi.org/10.47197/retos.v54.103477Palavras-chave:
Health, Physical culture, Aerobic abilities, Physical qualities, Psychodiagnostics, School curriculumResumo
O objetivo é avaliar o impacto da corrida prolongada nos indicadores de resistência e pensamento de crianças de 9 a 10 anos em aulas de educação física na escola. Métodos: O experimento pedagógico foi realizado durante 4 meses com base na escola secundária de ensino geral 60 (Kirov, Rússia), e participaram 120 alunos da terceira série. Foram ministradas 34 aulas de educação física em cada turma. Os escolares do grupo controle participaram de um programa padrão de educação física para escolares mais jovens. As crianças do grupo experimental também trabalharam no âmbito do programa habitual, mas durante cada aula realizaram uma corrida longa de 6 minutos. A resistência geral foi avaliada pelo teste K Cooper (6 minutos), o raciocínio dos alunos foi avaliado pelo teste "Simple Analogies". Ambos os testes foram realizados antes e depois da experiência pedagógica. Resultados - Antes do início do estudo não havia diferenças significativas entre as turmas em ambos os testes (p>0,05). Após a conclusão do estudo, o desempenho das crianças do grupo controle melhorou no teste de resistência em 6,8% e 7,2% (p>0,05), e no grupo experimental melhorou em 24%, 9% e 18,9% ( p<0,05). No teste de raciocínio, os indicadores do grupo controle aumentaram 7,3% e 8,4% (p > 0,05), e no grupo experimental 24,8% e 23,5% (p < 0,05). Conclusão: a corrida longa pode ser introduzida no programa de educação física escolar para melhorar o desempenho de resistência e o raciocínio de escolares de 9 a 10 anos.
Palavras-chave: Saúde, Cultura física, Habilidades aeróbicas, Qualidades físicas, Psicodiagnóstico, Currículo escolar.
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