Variáveis preditoras da coordenação motora, em crianças com e sem dificuldades de aprendizagem
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2016-09-23
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Atualmente constata-se um aumento dos estudos relacionados com as dificuldades de aprendizagem (DA), uma vez que as DA e todas as suas questões inerentes são a causa mais frequente do baixo desempenho escolar e, naturalmente, do aumento de retenções no 1ºCEB. As crianças com DA podem expressar diversas dificuldades, destacando-se problemas na coordenação motora (CM), competência percebida (CP) e estruturação espaciotemporal (EET). Apesar dos esforços concretizados no sentido de minorar o insucesso escolar, os resultados estão longe do desejado. Assim, pretende-se verificar as variáveis preditoras da CM em crianças com e sem DA.
Esta dissertação está organizada em 3 estudos. O primeiro teve como objetivo caracterizar e comparar, segundo a idade e o género, a CM, a EET e a PC de crianças do 1º CEB. A amostra foi constituída por 166 crianças (89 raparigas e 77 rapazes) dos 5 aos 10 anos (7,31±1,17). A maioria das crianças apresenta coordenação normal (53%), perfil dispráxico (54,8%) e elevada PC. Os rapazes apresentam valores significativamente superiores no quociente motor geral (p=.00), saltos monopedais (p=.00), transferências de plataformas (p=.006), EET (p=.03), organização (p=.018), estruturação rítmica (p=.004), enquanto as raparigas apresentam valores superiores na PC, no 1º e 2º ano. Os resultados segundo o ano de escolaridade revelaram diferenças na EET (p=.00), organização (p=.007), estruturação dinâmica (p=.00), representação topográfica (p=.024), tendo as crianças mais velhas valores superiores. Concluiu-se que os rapazes e as crianças mais novas apresentam valores superiores na CM e as mais velhas na EET.
O segundo teve como objetivo comparar a CM, a CP e a EET de crianças com e sem DA. A amostra foi constituída por 128 crianças, 58 com DA, 27 (46,6%) raparigas e 31 (53,4%) rapazes dos 5 aos 10 anos (8,02±1,15) e 70 sem DA, 36 (51,4%) raparigas e 34 (48,6%) rapazes dos 5 aos 9 anos (7,37±1,16). Os resultados da CM, quando comparados os grupos com e sem DA não revelaram diferenças significativas, porém na EET o grupo sem DA apresentou resultados significativamente superiores (p=.024); na PC as crianças mais velhas, sem DA, apresentaram resultados significativamente superiores na competência escolar (p=.041). Concluindo, as crianças com e sem DA são semelhantes na CM, apresentando diferenças na EET e na PC, essencialmente na competência escolar.
No terceiro pretendeu-se apurar as variáveis preditoras da CM de crianças com e sem DA. A amostra foi constituída por 128 crianças, 58 com DA, 27 raparigas e 31 rapazes dos 5 aos 10 anos (8,02±1,15) e 70 sem DA, 36 raparigas e 34 rapazes dos 5 aos 9 anos (7,37±1,16). Nas crianças com DA, 37,4% da variância da CM é explicada pela Idade (β=-.355, p=.002), Género (β=.332, p=.004) e Estruturação Dinâmica (β=.300, p=.008). Nas crianças sem DA, 22,5% da variância da CM é explicada pelo género (β=.474, p=.000).
Consideramos pertinente a implementação da educação psicomotora no pré-escolar e 1º CEB, de forma a potenciar as capacidades de cada criança. Pensamos ser necessário uma reflexão sobre os programas de forma a serem utilizadas estratégias mais adequadas para a promoção do sucesso escolar.
Nowadays, there has been an increase of research related to learning disabilities (LD), since the LD and all their inherent issues are the most frequent cause of poor school performance and of course, the increase of retention in the 1ST CBE. Children with LD can express various difficulties, especially problems on motor coordination (MC), perceived competence (PC) and spatio-temporal structuration (STS). Despite the efforts implemented in order to reduce school failure, the results are still far from desired. Thus, the objective is to verify the predictors of MC in children with and without LD. This dissertation is structured in 3 studies. The purpose of the first was to compare and describe the MC, the STS and the PC of children in primary school, according to age and genre. The sample is constituted by 166 children (89 females and 77 males), from the 5 and 10 years old (7.31 ± 1.17). The majority of children presents normal coordination (53%), dyspraxia (54.8%) and high PC levels. Males present values significantly higher in the total motor quotient (p=,00), in the monopedal jumping movements (p=,00), in the transfer on platforms (p=,006), in the STS (p=,03), in the organization (p=,018) in the rhythmic structure (p=,004), while girls’ PC values are higher, in the 1st and 2nd year. The results, according to the school year, showed differences in the STS (p=,00), in the organization (p=,007), in the dynamic structure (p=.00) and in the topographic representation (p=,024), having the older children presented values significantly higher. The males and the younger children have higher values in the MC, and the oldest in the STS. The objective of the second study was to compare the MC, PC and the STS of children with and without LD. The sample consisted of 128 children, 58 of which with LD, 27 females (46.6%) and 31 males (53.4%), from 5 to 10 years old (8,02 ± 1,15) and 70 without LD, 36 females (51.4%) and 34 males (48,6%), from 5 to 9 years old (7,37 ± 1,16). Comparing the groups with and without LD, the CM results didn’t have a significant difference, although the group without LD had significantly higher STS results (p=.024); regarding the PC, older children without LD presented results significantly higher in the learning competence (p=.041). Concluding, children with and without LD are similar in the MC, and present differences in the STS and PC, especially in the learning competence. In the third study, the objective was to access the predictor variables of children with and without LD. The sample consisted of 128 children, 58 of which with LD, 27 females and 31 males, from 5 to 10 years old (8,02 ± 1,15) and 70 without LD, 36 females and 34 males, from 5 to 9 years old (7,37 ± 1,16). In the children with LD, 37.4% of the variance in the MC is explained by the Age (β=-.355, p=.002), Genre (β=.332, p=.004) and Dynamic Structure (β=.300, p=.008). To the children without LD, 22.5% of the variance of MC is explained by the genre (β=. 474, p=. 000). We believe it is important to implement of psychomotor education in preschool and in primary school, in order to maximize the capabilities of every child. We believe should reflect about the programs in order to be used most appropriate strategies used to promote academic success.
Nowadays, there has been an increase of research related to learning disabilities (LD), since the LD and all their inherent issues are the most frequent cause of poor school performance and of course, the increase of retention in the 1ST CBE. Children with LD can express various difficulties, especially problems on motor coordination (MC), perceived competence (PC) and spatio-temporal structuration (STS). Despite the efforts implemented in order to reduce school failure, the results are still far from desired. Thus, the objective is to verify the predictors of MC in children with and without LD. This dissertation is structured in 3 studies. The purpose of the first was to compare and describe the MC, the STS and the PC of children in primary school, according to age and genre. The sample is constituted by 166 children (89 females and 77 males), from the 5 and 10 years old (7.31 ± 1.17). The majority of children presents normal coordination (53%), dyspraxia (54.8%) and high PC levels. Males present values significantly higher in the total motor quotient (p=,00), in the monopedal jumping movements (p=,00), in the transfer on platforms (p=,006), in the STS (p=,03), in the organization (p=,018) in the rhythmic structure (p=,004), while girls’ PC values are higher, in the 1st and 2nd year. The results, according to the school year, showed differences in the STS (p=,00), in the organization (p=,007), in the dynamic structure (p=.00) and in the topographic representation (p=,024), having the older children presented values significantly higher. The males and the younger children have higher values in the MC, and the oldest in the STS. The objective of the second study was to compare the MC, PC and the STS of children with and without LD. The sample consisted of 128 children, 58 of which with LD, 27 females (46.6%) and 31 males (53.4%), from 5 to 10 years old (8,02 ± 1,15) and 70 without LD, 36 females (51.4%) and 34 males (48,6%), from 5 to 9 years old (7,37 ± 1,16). Comparing the groups with and without LD, the CM results didn’t have a significant difference, although the group without LD had significantly higher STS results (p=.024); regarding the PC, older children without LD presented results significantly higher in the learning competence (p=.041). Concluding, children with and without LD are similar in the MC, and present differences in the STS and PC, especially in the learning competence. In the third study, the objective was to access the predictor variables of children with and without LD. The sample consisted of 128 children, 58 of which with LD, 27 females and 31 males, from 5 to 10 years old (8,02 ± 1,15) and 70 without LD, 36 females and 34 males, from 5 to 9 years old (7,37 ± 1,16). In the children with LD, 37.4% of the variance in the MC is explained by the Age (β=-.355, p=.002), Genre (β=.332, p=.004) and Dynamic Structure (β=.300, p=.008). To the children without LD, 22.5% of the variance of MC is explained by the genre (β=. 474, p=. 000). We believe it is important to implement of psychomotor education in preschool and in primary school, in order to maximize the capabilities of every child. We believe should reflect about the programs in order to be used most appropriate strategies used to promote academic success.
Descrição
Dissertação de Mestrado em Educação Física e Desporto, Especialização em Desenvolvimento da Criança
Palavras-chave
Coordenação motora , Crianças , Dificuldades de aprendizagem