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A Influência da prática adicional da natação na competência motora em crianças com idade pré-escolar
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Advisor(s)
Abstract(s)
O objetivo deste estudo foi verificar se existem diferenças na competência motora, entre crianças com idade pré-escolar, que para além das aulas de Expressão Físico-Motora (EFM) ainda têm uma prática adicional da Natação.
Participaram neste estudo 76 crianças (4.97± 0.7 anos), com idades entre os 4 e os 6 anos, de ambos os géneros (F, N=33, 4.95±0.7 anos; M, N=43, 5.00±0.7 anos), divididos em dois grupos, o grupo que apenas tem EFM (N=14, 5.08 ±0.8) e o grupo que tem EFM + Natação (N=62, 4.95 ± 0.7).
A EFM têm duas sessões semanais de 1h e a natação uma sessão semanal de 1h.
O Instrumento utilizado para a recolha dos dados e respetiva avaliação da competência motora foi o Motor Competence Assessment (MCA), foi aplicado o teste Kolmogorov–Smirnov para verificar a normalidade da amostra, recorrendo ao teste Mann-Whitney para comparar os grupos.
Após a análise dos resultados, verificámos que não existem diferenças estatisticamente significativas, sendo que na análise descritiva dos resultados, o grupo que para além da EFM ainda tem a prática adicional da Natação, apresenta, em média, melhores resultados nas diversas habilidades avaliadas, comparativamente ao grupo que apenas tem EFM.
Os resultados adquiridos neste estudo, coincidem com os de diversos estudos que demonstram que a natação favorece o desenvolvimento motor e provoca efeitos positivos nas componentes da motricidade global e fina.
Concluímos assim, que a prática adicional da natação é uma atividade que favorece o desenvolvimento de aprendizagens das crianças, contribuindo assim, para a evolução do seu desenvolvimento motor, físico e social, pois é uma atividade física, que aperfeiçoa habilidades motoras, através de exercícios e jogos.
The objective of this study was to verify if there are differences in motor competence, among children of preschool age, who, in addition to the Physical-Motor Expression (EFM) classes, also have an additional practice of Swimming. The study included 76 children (4.97±0.7 years), aged between 4 and 6 years, of both genders (F, N=33, 4.95±0.7 years; M, N=43, 5.00±0.7 years), divided into two groups, the group that only has EFM (N=14, 5.08 ±0.8) and the group that has EFM + Swimming (N=62, 4.95 ± 0.7). The instrument used for data collection and respective evaluation of motor competence was the Motor Competence Assessment (MCA), the Kolmogorov–Smirnov test was applied to verify the normality of the sample, using the Mann-Whitney test to compare the groups. After analyzing the results, we verified that there are no statistically significant differences, and in the descriptive analysis of the results, the group that, in addition to the EFM, still has the additional practice of Swimming, presents, on average, better results in the different skills evaluated, comparatively to the group that only has EFM. The results acquired in this study coincide with those of several studies that demonstrate that swimming favors motor development and causes positive effects on the components of global and fine motor skills. We therefore conclude that the additional practice of swimming is an activity that favors the development of children's learning, thus contributing to the evolution of their motor, physical and social development, as it is a physical activity that improves motor skills through exercises and games.
The objective of this study was to verify if there are differences in motor competence, among children of preschool age, who, in addition to the Physical-Motor Expression (EFM) classes, also have an additional practice of Swimming. The study included 76 children (4.97±0.7 years), aged between 4 and 6 years, of both genders (F, N=33, 4.95±0.7 years; M, N=43, 5.00±0.7 years), divided into two groups, the group that only has EFM (N=14, 5.08 ±0.8) and the group that has EFM + Swimming (N=62, 4.95 ± 0.7). The instrument used for data collection and respective evaluation of motor competence was the Motor Competence Assessment (MCA), the Kolmogorov–Smirnov test was applied to verify the normality of the sample, using the Mann-Whitney test to compare the groups. After analyzing the results, we verified that there are no statistically significant differences, and in the descriptive analysis of the results, the group that, in addition to the EFM, still has the additional practice of Swimming, presents, on average, better results in the different skills evaluated, comparatively to the group that only has EFM. The results acquired in this study coincide with those of several studies that demonstrate that swimming favors motor development and causes positive effects on the components of global and fine motor skills. We therefore conclude that the additional practice of swimming is an activity that favors the development of children's learning, thus contributing to the evolution of their motor, physical and social development, as it is a physical activity that improves motor skills through exercises and games.
Description
Keywords
Expressão Físico-Motora Natação Motor Competence Assessment. Physical-Motor Expression Swimming Motor Competence Assessment.
Citation
Rebelo, M., Batista, M., Rocha, J., Santos, J., Faustino, A., Santos, D., Ramalho, A. & Serrano, J., (2023) The influence of aditional swimming practice on motor competence in preschool children. In. Lagoa, M. J. et al. (Eds.) Estudos em Desenvolvimento Motor da Criança XVI (pp. 99-104) Centro de publicações Universidade da Maia. ISBN: 978-989-53655-5-5.
Publisher
Centro de Publicações /Universidade da Maia - Centro de Investigação me Desporto, Saúde e Desenvolvimento Humano