Efeito do número de sessões semanais de exercíco físico do sexo feminino praticado em contexto escolar
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2015-10-21
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As sociedades modernas e em vias de desenvolvimento proporcionam um estilo de vida sedentário quer para os adultos quer para as crianças. Assim, torna-se importante possibilitar o acesso das crianças, criando atividades físicas seguras e sensatas que as ajudem no seu desenvolvimento. No contexto escolar Português (3º ciclo), só existe, em termos de obrigatoriedade de realização, 2 dias de Educação Física (EF) (uma aula de 45 minutos e uma de 90 minutos). Contudo existe, igualmente a possibilidade da participação no Desporto Escolar. Existindo a hipótese de aumentar o número de sessões de exercício físico, em contexto escolar, através do Desporto Escolar, formulasse a questão deste estudo: i) será que um maior número de sessões semanais permite uma melhoria na aptidão física das alunas do sexo feminino?
Para responder à questão anteriormente formulada foram selecionadas 21 raparigas, com 12 anos de Idade, divididas por 3 grupos: um grupo (n=11) que executa somente as aulas Educação Física (EF); outro grupo (n=5) que realizava Educação Física mais uma sessão semanal de Desporto Escolar (EFDEI); e um grupo (n=5) que realizava Educação Física e mais 3 sessões semanais de Desporto Escolar (EFDEII).
Os sujeitos tinham as seguintes caraterísticas quanto à: Estatura, EF (155,18±5,42cm), EFDEI (159,00±6,96cm) e EFDEII (148,60±3,29cm); Massa Corporal, EF (49,18±9,23Kg), EFDEI (48,60±3,05Kg) e EFDEII (52,20±12,70kg); IMC, EF (20,33±2,93%), EFDEI (19,30±1,94%) e EFDEII (23,53±5,26%). Estes sujeitos foram submetidos no início do ano letivo a uma bateria de teste de Aptidão Física (Fitnessgram) e aos mesmos testes no final do ano letivo.
Observou-se somente diferenças significativas (p<0,05), na Capacidade Aeróbia (CA), no pré teste, entre os grupos EF e EFDEI (615,36±62,13s vs 584,40±23,72s, respetivamente) e entre os grupos EFDEI e EFDEII (584,40±23,72s vs 817,60±69,7s, EFDEI e EFDEII, respetivamente). Observa-se igualmente, uma melhoria (p<0,05), na Força de Braços (FB) entre o pré e pós teste, no grupo EF (1,45±1,29vezes vs 2,73±2,24vezes) e na CA no EFDEII (817,60±69,72s vs 698,40±162,86s) e uma pioria (p<0,05), no Teste de Flexibilidade (FLEX), no grupo EFDEII (3,00±0,71cm vs 1,00±0,00cm).
Com base neste dados, pode-se concluir que o número de sessões de exercício físico, em contexto escolar, não influenciou a aptidão física da amostra deste estudo.
Modern societies and societies in development offer a sedentary lifestyle either for adults or children. So, it becomes important to enable the access of children, creating safe and reasonable physical activities that help them in their development. In the Portuguese school context (basic compulsory education), there’s only, obligatorily, two days of Physical Education (P.E.) (one class of 45 minutes and a class of 90 minutes). Yet, there is also the possibility of participating in School Sport. Having the chance of raising the number of sessions of physical exercise, in the school context, through the School Sport, the question of this study is formulated: i) will a more number of weekly sessions allow an improvement of the physical fitness of female students? To answer the previous question it had been selected 21 girls, with 12 years old, divided into three groups: one group (n=11) that only executed the Physical Education classes (EF); other group (n=5) practiced the Physical Education classes and one more weekly session of School Sport (EFDEI); and a group (n=5) that practiced Physical Education and three more weekly sessions of School Sport (EFDEII). The subjects had the following characteristics: Height: EF (155,18±5,42cm), EFDEI (159,00±6,96cm) and EFDEII (148,60±3,29cm); Body Mass: EF (49,18±9,23Kg), EFDEI (48,60±3,05Kg) and EFDEII (52,20±12,70kg); BMI: EF (20,33±2,93%), EFDEI (19,30±1,94%) and EFDEII (23,53±5,26%). These subjects were submitted, at the beginning of the school year, to a battery of tests of Physical Fitness (Fitnessgram) and they have done the same tests at the end of the school year. It has only been observed some significant differences (p<0,05), at the Aerobic Capacity (AC), at the pretest , between the EF and EFDEI groups (615,36±62,13s vs. 584,40±23,72s, respectively) and between the EFDEI and EFDEII groups ( 584,40±23,72s vs. 817,60±69,7s, EFDEI and EFDEII, respectively). It’s equally observed an improvement (p<0,05) in the Arms Strength (AS) between the pre and after tests in the EF group (1,45±1,29times vs. 2,73±2,24times) and in the AC in the EFDEII group (817,60±69,72s vs. 698,40±162,86s) and an impairment (p<0,05) at the Flexibility Test (FLEX), in the EFDEII group (3,00±0,71cm vs. 1,00±0,00cm). Based in these data we can conclude that the number of physical exercise sessions, in the school context, didn’t influence the physical fitness of the sample of this study.
Modern societies and societies in development offer a sedentary lifestyle either for adults or children. So, it becomes important to enable the access of children, creating safe and reasonable physical activities that help them in their development. In the Portuguese school context (basic compulsory education), there’s only, obligatorily, two days of Physical Education (P.E.) (one class of 45 minutes and a class of 90 minutes). Yet, there is also the possibility of participating in School Sport. Having the chance of raising the number of sessions of physical exercise, in the school context, through the School Sport, the question of this study is formulated: i) will a more number of weekly sessions allow an improvement of the physical fitness of female students? To answer the previous question it had been selected 21 girls, with 12 years old, divided into three groups: one group (n=11) that only executed the Physical Education classes (EF); other group (n=5) practiced the Physical Education classes and one more weekly session of School Sport (EFDEI); and a group (n=5) that practiced Physical Education and three more weekly sessions of School Sport (EFDEII). The subjects had the following characteristics: Height: EF (155,18±5,42cm), EFDEI (159,00±6,96cm) and EFDEII (148,60±3,29cm); Body Mass: EF (49,18±9,23Kg), EFDEI (48,60±3,05Kg) and EFDEII (52,20±12,70kg); BMI: EF (20,33±2,93%), EFDEI (19,30±1,94%) and EFDEII (23,53±5,26%). These subjects were submitted, at the beginning of the school year, to a battery of tests of Physical Fitness (Fitnessgram) and they have done the same tests at the end of the school year. It has only been observed some significant differences (p<0,05), at the Aerobic Capacity (AC), at the pretest , between the EF and EFDEI groups (615,36±62,13s vs. 584,40±23,72s, respectively) and between the EFDEI and EFDEII groups ( 584,40±23,72s vs. 817,60±69,7s, EFDEI and EFDEII, respectively). It’s equally observed an improvement (p<0,05) in the Arms Strength (AS) between the pre and after tests in the EF group (1,45±1,29times vs. 2,73±2,24times) and in the AC in the EFDEII group (817,60±69,72s vs. 698,40±162,86s) and an impairment (p<0,05) at the Flexibility Test (FLEX), in the EFDEII group (3,00±0,71cm vs. 1,00±0,00cm). Based in these data we can conclude that the number of physical exercise sessions, in the school context, didn’t influence the physical fitness of the sample of this study.
Descrição
Dissertação de Mestrado em Ensino de Educação Física, nos Ensinos Básico e Secundário
Palavras-chave
Aptidão física , Desporto escolar , Educação física