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Resumo(s)
A prática de atividade física na infância assume um papel central no desenvolvimento global das crianças, influenciando dimensões físicas, cognitivas, emocionais e sociais. No contexto educativo português, as Atividades de Enriquecimento Curricular (AEC’s) representam uma oportunidade estruturada para promover estilos de vida ativos, reforçar competências motoras e estimular o bem-estar psicológico.
O presente estudo teve como objetivo analisar o impacto da participação em AEC’s de atividade física no desenvolvimento do autoconceito e da autoestima de crianças do 1.º ciclo do ensino básico na cidade de Castelo Branco, centrando-se nos alunos dos 2.º e 4.º anos de escolaridade. Foram avaliadas as seguintes dimensões do autoconceito: competência escolar, competência social, competência atlética, aspeto físico, conduta comportamental e autoestima global.
A amostra foi constituída por 363 alunos, com idades compreendidas entre os 7 e os 10 anos (𝑋̅=8.50 ± 1.21), dos quais 54% (n = 197) eram do sexo masculino e 46% (n = 166) do sexo feminino. A recolha de dados fez-se através da Escala de Autoconceito de Susan Harter (versão portuguesa), complementada por um questionário sociodemográfico e informações sobre hábitos de prática desportiva fora do contexto escolar.
Os resultados obtidos não revelaram diferenças estatisticamente significativas entre sexos, nem entre alunos que praticam desporto extracurricular e aqueles que não o fazem. Contudo, identificaram-se correlações positivas entre as diferentes dimensões do autoconceito, nomeadamente, entre competência escolar e competência social, bem como, entre competência atlética e aspeto físico.
Apesar da participação nas AEC’s não ter demonstrado impacto isolado significativo no autoconceito e na autoestima ao nível estatístico, os resultados reforçam a relevância da prática de atividade física no desenvolvimento psicossocial infantil, justificando a continuidade de políticas educativas que promovam contextos de aprendizagem ativos e saudáveis.
Physical activity during childhood plays a crucial role in children’s overall development, influencing physical, cognitive, emotional and social dimensions. In the portuguese educational system, Curricular Enrichment Activities (AEC’s) provide a structured opportunity to promote active lifestyles, strengthen motor skills, and foster psychological well-being. This study aimed to analyse the impact of participation in physical activity AEC’s on the development of self-concept and self-esteem in children attending the 1st cycle of basic education in the city of Castelo Branco, focusing on students in the 2nd and 4th grades. The following self-concept dimensions were evaluated: school competence, social competence, athletic competence, physical appearance, behavioural conduct and global self-esteem. The sample consisted of 363 students aged between 7 and 10 years old (𝑋̅=8.50 ± 1.21), 54% (n = 197) male and 46% (n = 166) female. Data were collected using the portuguese version of Susan Harter’s Self-Perception Profile for Children, complemented by a sociodemographic questionnaire and information about extracurricular physical activity habits. Results did not show statistically significant differences between genders or between children who engaged in extracurricular physical activity and those who did not. However, positive correlations were identified among different dimensions of self-concept, namely between school and social competence, as well as between athletic competence and physical appearance. Although participation in AEC’s did not demonstrate an isolated statistically significant impact on self-concept and self-esteem, the findings reinforce the importance of physical activity in children’s psychosocial development and support continued educational policies that promote active and healthy learning environments.
Physical activity during childhood plays a crucial role in children’s overall development, influencing physical, cognitive, emotional and social dimensions. In the portuguese educational system, Curricular Enrichment Activities (AEC’s) provide a structured opportunity to promote active lifestyles, strengthen motor skills, and foster psychological well-being. This study aimed to analyse the impact of participation in physical activity AEC’s on the development of self-concept and self-esteem in children attending the 1st cycle of basic education in the city of Castelo Branco, focusing on students in the 2nd and 4th grades. The following self-concept dimensions were evaluated: school competence, social competence, athletic competence, physical appearance, behavioural conduct and global self-esteem. The sample consisted of 363 students aged between 7 and 10 years old (𝑋̅=8.50 ± 1.21), 54% (n = 197) male and 46% (n = 166) female. Data were collected using the portuguese version of Susan Harter’s Self-Perception Profile for Children, complemented by a sociodemographic questionnaire and information about extracurricular physical activity habits. Results did not show statistically significant differences between genders or between children who engaged in extracurricular physical activity and those who did not. However, positive correlations were identified among different dimensions of self-concept, namely between school and social competence, as well as between athletic competence and physical appearance. Although participation in AEC’s did not demonstrate an isolated statistically significant impact on self-concept and self-esteem, the findings reinforce the importance of physical activity in children’s psychosocial development and support continued educational policies that promote active and healthy learning environments.
Descrição
Dissertação apresentada à Escola Superior de Educação do Instituto Politécnico de Castelo Branco para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Atividade Física.
Palavras-chave
Autoconceito Autoestima Atividade física AEC’s Crianças 1.º Ciclo Self-concept Self-esteem Physical activity AEC’s Children Primary education