Expressões corporais rudimentares e imitações: elementos organizadores das habilidades motoras fundamentais

• Ano de defesa: 2012
• Autor(a) principal: Arruda, Érika Fernandes de Almeida
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Maringá; Brasil; Programa de Pós-Graduação Associado em Educação Física - UEM/UEL; UEM; Maringá, PR; Centro de Ciências da Saúde
• Palavras-chave em Português: Educação física - Intervenção profissional; Habilidades motoras fundamentais - Pré-escola; Expressões corporais rudimentares; Movimento corporal; Autopercepção; Ciências da Saúde; Educação Física
• Link de acesso: http://repositorio.uem.br:8080/jspui/handle/1/2215

This research quasi-experimental design, aimed to understand and analyze the effects of a motorprogram centered on learning rudimentary bodily expressions and imitations in children in preschool belonging to two municipal early childhood education center of the city of Maringa with the aim of improving the overall performance engine being the experimental group, while check and compare motor development of children from one particular school being the control group, all being children aged 3 to 6 years. The sample was randomly selected, equal 56 children in each group, the experimental group consists of (28 girls and 28 boys) and control group (31 girls and 25 boys), totaling 112 children. To evaluate the performance of the motor groups used the TGMD Test-2 (f Testo Gross Motor Development - ULRICH, 2000) at two pretest before the intervention and post-test. To construct the instrument of intervention in the experimental group used the biographies that ensure play and recreational activities geared for learning body language that would promote learning movements manipulative, locomotor and stabilizers focused on the development of fundamental movement skills, these activities had the duration of two months divided into 2 classes per week for a duration of 1 hour / lesson in both GE and GC. For data analysis we used descriptive statistics (median and quartiles, absolute frequency and relative frequency) and inferential. For analysis of normality was used the Kolmogorov-Smirnov test, observing the non-normality of the data the Mann-Whitney test was used to compare gender and groups and the Wilcoxon test for comparison of pre and post intervention. To compare the age groups used the one factor ANOVA with post hoc Tukey after analysis of data homogeneity. The significance adopted was p≤ 0.05. The results indicated that the group are unequal and that the performance of GC is superior skills in locomotion and object control, only the variables of the kick and gallop this difference was not significant when comparing the pre-test, when comparing the posttests only side in the race but there was no difference in the other variables the difference was p = 0.001 for locomotion skills and also the control object. In comparing pre-and posttest GC found that the raw score for locomotion skills was p = 0.003 and control objects p = 0.001, GE only in locomotion skills gained significant difference with raw score p = 0.035. When comparing the genres GC showed no difference correlational, however the GE posttest boys and girls showed significant differences, with the gross score of locomotion p = 0.048 and p = 0.017 and standard control pattern objects p = 0.041 . It was observed that the delimitation and comparison of motor performance between tracks, the pretest score in the GC showed a gross locomotion Md = 25.5 3-4 years, one Md = 38, 4 to 5 years and a md = 39, 5 to 6 years, and the raw score was tracking objects in md = 26.5 3-4 md = 35 years and 5-6 years, the post-test of the difference was md = 33, 3-4 Md = 41 years and 4-5 years for the gross score of locomotion while the raw score of the control objects Md = 30.5 3-4 Md = 39 years and 5-6 years. n the pretest raw score of the GE locomotion 3-4 years had a Md = 21.5: from 4 to 5 years = 33 md and 5 to 6 years = 31 Md, on score control objects of 3 4 years had a md = 16.5: from 4 to 5 years = 26 md and 5 to 6 years md = 21, in the post-test raw score of locomotion 3-4 years had a md = 23.5 and 4 to 5 years = 34.5 md. Thus we conclude that the GC better results due to the fact that these children are already developing activities for learning fundamental motor skills and the longer the time of intervention conducted at GE demonstrated to be inadequate for this, requiring a duration greater so that the results can be assimilated to studies.