Efeitos da perturbação com magnitude crescente no desempenho de habilidades motoras fundamentais

• Ano de defesa: 2022
• Autor(a) principal: Patrick Costa Ribeiro Silva
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; EEFFTO - ESCOLA DE EDUCAÇÃO FISICA, FISIOTERAPIA E TERAPIA OCUPACIONAL; Programa de Pós-Graduação em Ciências do Esporte; UFMG
• Palavras-chave em Português: Perturbação; Desenvolvimento motor; Processo adaptativo; Habilidades motoras fundamentais; Complexidade; Aprendizagem motora; Capacidade motora; Esportes - Treinamento técnico
• Link de acesso: http://hdl.handle.net/1843/49421; https://orcid.org/0000-0002-8588-1489

The interaction between individual and environment, which is not completely regular, drives the systems subject to perturbations, which demand adaptation of the system. The present study investigated the effects of perturbation with increasing magnitude on the performance of fundamental motor skills. To this end, two experiments were conducted. Such experiments differed according to the skill to be performed in the task, the horizontal jump and throwing the ball over the shoulder. To assess the proficiency in the respective skills of the experiments, the Test of Gross Motor Development (TGMD-3) was used and the action product was previously evaluated in jumping and throwing. Forty-five children of both sexes aged six and ten years participated in the experiments. Based on the product of the action evaluated in the pre-test, the perturbations were relativized and included in the tasks whose goal was the distance to be jumped and the distance to be overcome by the ball in throwing. Overall, in both experiments, the results suggest that proficiency was not a determining factor in adapting to perturbations. In both experiments the children showed a combination of fundamental skills to adapt to disturbances. Such behavior indicated adaptation by self-organization of the structure. Furthermore, proficient and nonproficient children in both experiments changed the microstructure (velocity) and the macrostructure of the ability in order to adapt to perturbations. Children who were proficient in jumping had a higher magnitude for changing the jumping pattern or for combining running and jumping when compared to non-proficient children. It was concluded that the insertion of perturbation in increasing magnitude led children to change the performance of fundamental motor skills, changing the macrostructure and increasing the complexity of the system.