The diploma thesis "Manifestations in the language levels of the 1st grade pupils of the regular elemntary school" consists of theoretical and practical part. The theoretical part deals with general terms from the area of speech and language development, describes the development of motor skills, auditory and visual perception. Furthermore, it describes individual language levels and the most common types of speech disorders encountered in primary school pupils. The research part of the thesis is devoted to the analysis of speech manifestations on individual levels of pupils of the first grade of the regular elementary school. The partial aim of the research is to analyze the gross, fine and oromotorics of the examined children, to analyze their auditory and visual perception and to analyze the quality of all language levels. KEYWORDS: communication ability, language levels, motor skills, dyslalia

Aprendizado motor é o processo pelo qual o sistema nervoso modifica suas respostas motoras. Sendo um processo implícito, tem como principais características o desenvolvimento lento, baseado em um grande número de repetições, cujos resultados só podem ser verificados por meio da modificação do desempenho. Muitos aspectos do processo de aprendizado motor têm sido estudados, dentre eles o efeito do envelhecimento neste processo. Com o crescimento mundial da população idosa o interesse sobre as características do envelhecer tem aumentado consideravelmente. No Brasil, grande parte da população idosa é composta por pessoas com baixa escolaridade, entretanto existem poucos estudos que descrevam como o cérebro desses idosos se comporta durante a vida, e principalmente como esses indivíduos se comportam quando são submetidos à aprendizagem de novos comportamentos. Esse trabalho tem como objetivo investigar a influência da escolaridade no desempenho motor de indivíduos idosos normais em uma tarefa de movimentos de oposição de dedos. Para isso foram avaliados 42 sujeitos acima dos 60 anos, divididos em dois grupos: um de baixa escolaridade 1-7 anos de ensino formal, com idade média de (66,5 e DP 5,4) e outro de alta escolaridade com 8 anos ou mais de ensino formal com idade média de (68,3 e DP 6,1). Os resultados analisados, por meio da Análise Multivariada para medidas repetidas, demonstraram que ambos os grupos beneficiaram-se do treinamento, com melhora do desempenho para seqüência treinada evidenciando o aprendizado da tarefa. No entanto, apesar dos idosos do GBE serem capazes de realizar movimentos de oposição de dedos na mesma velocidade do que os idosos do GAE, eles apresentam prejuízo ao realizá-los numa ordem específica, o que poderia ser explicado por diferenças na formação de modelos internos de movimento mais do que na capacidade de execução da tarefa. Esta hipótese pôde ser confirmada pelas diferenças encontradas na capacidade de generalização do aprendizado, onde os idosos do GBE apresentaram prejuízo em relação aos idosos do GAE. Indicando assim, que a escolaridade pode influenciar no desempenho motor de uma tarefa específica de oposição de dedos, onde os indivíduos com menor nível de escolaridade apresentam pior desempenho em relação aos idosos com maior nível de escolaridade. Apesar disso, parecem ser capazes de aprender como os idosos com maior nível de escolaridade. / Learning motor is the process by which the nervous system modify their sponses motor. As an implicit, has as main features the slowly developing, based on a large number of replications, whose results can only be verified through modification of the performance. Many aspects of the process of learning engine have been studied, including the effect of aging in the process. With global growth of the elderly population the interest on the characteristics of aging has increased considerably. In Brazil, much of the elderly population is composed of people with low education, though there are few studies that describe how the brain is behaving the elderly throughout life, and especially how these people behave when they are submitted to the learning of new behaviors. This work aims to investigate the influence of education on performance engine elderly individuals in a normal task of the opposition movements of fingers. For that were assessed 42 subjects over 60 years, divided into two groups: one with low education 1-7 years of formal education, with mean age (66.5 and SD 5.4) and another from high school in 8 years or more of formal education with average age (68.3 and SD 6.1). The results analyzed by means of Multivariate Analysis for repeated measures showed that both groups benefited from the training, with improvement in performance for trained sequence showing the learning of the task. However, despite the elderly GBE be able to perform movements of opposition from fingers at the same speed than the elderly of the GAE, they show prejudice to implement them in a specific order, which could be explained by differences in the formation of internal models of movement more than the capacity to execute the task. This hypothesis could be confirmed by differences in the ability of generalization of learning, where the elderly of GBE showed prejudice in relation to the elderly of the GAE. Give so that the school can influence the performance engine of a specific task of opposition from fingers, where individuals with the lowest level of education have worse performance in relation to the elderly with higher level of education. Nevertheless, seem to be able to learn how the elderly with higher level of education.

Title: Finding the relationship between fundamental motor skills and special game skills of football players (9 - 10 years) Objectives: The aim of this thesis was to find out the correlation between fundamental motor skills and special game skills of football players in the category U10 and U11. Methods: The method of observation - measurement was used in this thesis. The researched group consisted of 26 players in the categories U10 and U11 (average age 10.4 ± 0.7 years) from the football club SK Střešovice 1911. The level of fundamental motor skills was assessed by using TGMD-2. Level of specific game skills in football was detected by following tests: slalom, pass in running and accuracy of shooting. Results: Significant relationship was found (r = 0.48, p < 0.05) between the level of basic motor skill and special game skills in football. The results proved, that the level of specific game skills was significantly influenced by manipulation skills (r = 0.53; p < 0.001) compared to locomotion skills (r = 0.40; p < 0.05). In motor level testing was found that 61 % (n = 16) of players have a below average level of funadamental motor skills. According to the results of this thesis there was not proven statistically significant relationship between the observed age categories U10 and U11 at the level...

O eixo GH/IGF-I é um sistema de mediadores de crescimento, receptores e proteínas de ligação que controlam o crescimento somático e tecidual em muitas espécies e programas de exercícios estão relacionados a esta função anabólica por meio da ação deste eixo. Partindo deste pressuposto, o presente estudo tem como objetivo verificar o comportamento do eixo GH/IGF-I, da proteína de ligação do IGF e sua relação com a maturação ao longo de uma temporada competitiva de jogadores de futebol adolescentes e a sua relação com o desempenho dos atletas. 11 jogadores da categoria sub-15 do Botafogo Futebol Clube foram selecionados para o estudo. As concentrações de GH, IGF-I e IGFBP3 foram mensuradas por ensaios imunocolorimétricos específicos (Immulite) e as coletas ocorreram antes e após uma sessão de treino padrão (STP). A potência aeróbia e anaeróbia, velocidade, força rápida e agilidade foram avaliadas um dia antes da coleta de sangue através dos testes Léger, RAST, Velocidade de 30m, Salto Sêxtuplo e Teste T. A maturação foi controlada pelo Pico de Velocidade do Crescimento (PVC) uma ferramenta que apresenta a distância em anos que o indivíduo está de sua maturação. As coletas e testes ocorreram em 3 momentos (M1, M2 e M3) da competição. As concentrações hormonais foram analisadas pelo teste de Wilcoxon and Friedman e os resultados dos testes motores e PVC foram analisados por meio da ANOVA para medidas repetidas e post hoc de Bonferroni. Os níveis de IGF-I (ng/mL) apresentam uma redução após o STP na fase final da competição (461±95 vs. 429±87; p=0,04). Já a fase anabólica evidencia-se pelo aumento nos níveis de IGF-I após a STP no M2 (460±68 vs. 519±115; p=0,05). A variação nas concentrações de IGF-I após a STP foi significativamente maior no M2 em relação ao M3 (59±95 vs. -32±49 ng/ml; p=0,04). O IGFBP-3 (ng/mL) apresentou concentrações mais elevadas tanto antes quanto após a STP no M2 quando comparado ao M3(4,9±1,0 vs. 4,6±1,0 mg/l; p=0.03) (5,5±1,7 vs. 4,5±0,8 mg/l; p=0.04). O GH (ng/mL) não apresentou variação significante durante toda a competição. Os valores de potência (Watt) foram maiores no M2. O teste post hoc de Bonferroni mostrou que a Pot_Med nos momentos M1 (409,1±87,3) e M2 (458±100) apresentam diferença significante (p=0,007). O mesmo aconteceu para Pot_Pico M1 (507,6±26,7) M2 (562,8±34,7) (p=0,031) e também para Pot_Mín M1 (305,5±28,9) M2 (376,75±25,01) (p=0,007). A velocidade (s) também atingiu seu valor mais alto no M2, o teste post hoc de Bonferroni mostrou que os valores M2 (4,47±0,17) são significativamente maiores do que no M1 (4,29±0,14) (p=0,03). A agilidade acompanhou os demais resultados M2 (8,91 ± 0,33) e M3 (9,25 ± 0,30) (p=0,004). O IGF-I apresentou-se sensível aguda e cronicamente aos efeitos dos estímulos da competição. O IGFBP-3 foi sensível aos efeitos crônicos e os resultados de potência e velocidade acompanharam o comportamento do IGF-I e IGFBP-3. Ambos peptídeos se mostraram sensíveis marcadores de estado de treinamento de jovens futebolistas. A maturação não influenciou no processo visto que os atletas já estavam maturados no M1. / The GH/IGF-I axe is a mediator system of growing, receptors and binding proteins that control somatic and tissue growth in many species and physical exercises programs are related to this anabolic function through this system. From this point to view, the objective of this study is to verify possible changes in the GH/IGFs axe, IGF binding protein during a competion season in young soccer players and the relation of these variables with athletic performance and maturation. 11 male athletes under-15 to Botafogo Futebol Clube was selected for this study. GH, IGF-I, IGFBP3 were measured by specific immunocolorimetric assays (Immulite) and collections occurred before and after a standard training session (STP). The aerobic and anaerobic power, velocity, fast force and agility were evaluated one day before the blood collection through the Léger, RAST, 30m Velocity, Six Jump and T-tests. The maturation was controlled by the Peak of Growth Velocity) a tool that presents the distance in years that the individual is of its maturation. The collections and tests occurred in 3 moments (M1, M2 and M3) of the competition. Hormone concentrations were analyzed by the Wilcoxon and Friedman test and the results of the motor and PVC tests were analyzed by ANOVA for repeated and post hoc Bonferroni measurements. IGF-I levels (ng / mL) showed a reduction after PTS in the final phase of competition (461 ± 95 vs. 429 ± 87; p = 0,04). The anabolic phase is evidenced by the increase in IGF-I levels after PTS in M2 (460 ± 68 vs. 519 ± 115, p = 0,05). The variation in IGF-I concentrations after STP was significantly higher in M2 compared to M3 (59 ± 95 vs. -32 ± 49 ng / ml; p = 0,04). IGFBP-3 (ng / mL) had higher concentrations both before and after PTS in M2 when compared to M3 (4,9 ± 1,0 vs. 4,6 ± 1,0 mg / l; p = 0,03) (5,5 ± 1,7 vs. 4,5 ± 0,8 mg / l, p = 0,04). GH (ng / mL) did not show significant variation during the whole competition. The power values (Watt) were higher in M2. The post hoc Bonferroni test showed that Pot_Med at moments M1 (409,1 ± 87,3) and M2 (458 ± 100) presented a significant difference (p = 0.007). The same occurred for Pot_Pico M1 (507,6 ± 26,7) M2 (562,8 ± 34,7) (p = 0.031) and also for Pot_Mín M1 (305,5 ± 28,9) M2 (376,75 ± 25,01) (p = 0,007). The velocity (s) also reached its highest value in M2, the Bonferroni post hoc test showed that M2 values (4,47 ± 0,17) are significantly higher than in M1 (4,29 ± 0,14) (p = 0,03). Agility followed the other M2 (8,91 ± 0,33) and M3 (9,25 ± 0,30) (p = 0,004) results. IGF-I was acutely and chronically sensitive to the effects of competition stimuli. IGFBP-3 was sensitive to chronic effects and the results of potency and speed followed the behavior of IGF-I and IGFBP-3. Both peptides proved to be sensitive markers of training for young footballers. The maturation did not influence the process since the athletes were already matured in M1.

O objetivo deste estudo foi analisar a influência de uma Unidade de Ensino de um programa de Educação Física no desenvolvimento motor dos alunos de uma escola de Educação Infantil do município de São Paulo, com o intuito de destacar a relevância do ensino do aspecto motor nas aulas de Educação Física nos anos iniciais da Educação Básica. Participaram desta pesquisa 52 crianças, que foram divididas em dois grupos. O grupo Experimental participou durante 3 meses, de 24 aulas de Educação Física no estilo tarefa, com frequência de 2 aulas (50 minutos) semanais, nos demais dias da semana foram oferecidos 50 minutos de atividades livres, apenas com a supervisão da professora. O grupo Controle participou durante este período 5 dias por semana apenas das atividades livres. O grupo Experimental foi composto por 26 crianças, sendo 12 meninos e 14 meninas, com idade média de 5±0,49 anos de idade e o grupo Controle foi composto por 26 crianças de ambos os sexos, sendo 12 meninos e 14 meninas, com idade média de 05±0,50 anos de idade. Para a análise do desenvolvimento motor das crianças foi utilizado o teste TGMD-2 (test of Gross Motor Development - Second Edition). Todas as crianças realizaram o teste proposto em dois momentos, antes e após as aulas do presente estudo. Os resultados demonstram que ambos os grupos eram semelhantes na primeira coleta. Em relação ao efeito das aulas de Educação Física, foi verificado efeito positivo no grupo Experimental em relação ao grupo controle F(1,50)=29,56, p<0,001, \'w\'=0,61, no valores referentes ao Escore Bruto. Com suporte dos resultados da presente pesquisa, podemos indicar que aulas de Educação Física para a Educação Infantil com conteúdo sistematizado, objetivos direcionados à aquisição das habilidades motoras básicas, instruções adequadas e ministradas por profissional de Educação Física podem melhorar o desenvolvimento motor das crianças / The objective of this study was to analyze the influence of a Unit Plan of a Physical Education program on the motor development of students from a public preschool of São Paulo city. Fifty-two children participated in this study, which were divided into two groups. The experimental group consisted of 26 children, 12 boys and 14 girls, with a mean age of 5±0.49 years old and the control group consisted of 26 children of both genders, 12 boys and 14 girls, mean age of 5±0.50 years old. For the motor development analysis of the children, the TGMD-2 test (Test of Gross Motor Development - Second Edition) was used. All the children performed the proposed test in two moments, before and after the classes of the present study. The results show that although the groups did not present differences in the first collection, the children of the experimental group presented values of Raw Scores higher than the children in the control group for the objects control and locomotion abilities. Based on the results of the present research, we can indicate that Physical Education classes for preschool education with systematized content, objectives directed to the acquisition of fundamental motor skills, adequate instructions and given by Physical Education Teacher Education can improve children\'s motor development

The diploma thesis identifies the level of physical abilities of pupils of the first grade of elementary school in relation to the specialization of the teacher of physical education. To test the level of mobility, I chose the proven Unifittest test battery (6-60). I chose the pupils and teachers from four different primary schools in Prague and the surrounding area participated in the testing. By testing, I find and compare the physical abilities of pupils under the guidance of teachers with different specializations. I try to found out whether pupils' results are reflected by the fact that PE lessons are not led by teachers specialization in physical education. I also compare the content of physical education classes in their broader focus. To find this part of the research, I used the questionnaire method. I process and validate my hypotheses with Unifittest (6-60) and my questionnaire. The results of my work show that the level of physical abilities of pupils at primary school level is higher for pupils led by a teacher with PE specialization. Using questionnaires, I have verified that also the qualitative level of PE lessons and the interest of pupils in sports and physical activity are demonstrably higher for pupils led by a physical education expert.

Cette recherche est une contribution à l’identification des procédures de guidage et des styles d’enseignement mis en oeuvre dans l’enseignement par situation complexe en éducation physique et sportive (EPS). Notre volonté vise à clarifier la façon dont les experts (du point de vue de l’enseignement pas SC) mettent en oeuvre et accompagnent l’activité des élèves, en tenant compte de différents facteurs (caractéristiques de l’enseignant, nature de l’habileté motrice sollicitée dans l’activité physique, sportive et artistique (APSA), et nature de la situation pédagogique) qui peuvent influencer les pratiques. Notre travail est positionné sur un cadre scientifique métissé, dont la logique originale vise à développer et étayer des pratiques pédagogiques grâce à l’éclairage des sciences de l’intervention et de la psychologie sociale appliquée à l’enseignement de l’EPS. Notre démarche empirique s’appuie sur des observations ordinaires de séances d’enseignement en EPS. Dans l’ensemble des résultats observés, les trois études mettent en avant quelques caractéristiques fixes dans les modalités de guidage des enseignants lors d’une situation complexe. Malgré les différences observées (modes de guidage) dans les trois études selon les différents facteurs définis auparavant, d’une façon ou d’autre, les enseignants observés préservent l’autonomie des élèves dans leur activité de recherche de solution en SC. En revanche, le guidage directif centré sur l’aspect technique spécifie le comportement des enseignants lors des situations ciblées (situations didactiques). Ainsi, du point de vue de l’expertise disciplinaire (expérience approfondie dans la pratique et l’enseignement de l’APSA), nos résultats mettent en évidence qu’une expérience professionnelle (en tant que enseignant d’EPS) ne semble pas compenser une absence d’expérience dans l’APSA enseignée. / This research is a contribution to the identification of guidance procedures and teaching styles implemented in teaching by complex situation in physical education (PE). Our aim is to clarify the way used by experts to implement and regulate the students’ activity in this type of education, taking in account different factors (characteristics of the teacher, nature of the motor skill sought in the APSA, and the nature of the pedagogical situation) that may influence this teaching practice. Our work is positioned on a mixed scientific framework, which original construction logic aims to develop and support teaching practices through the help of science of education and social psychology applied to education. Our empirical approach is based on ordinary observations of PSE teaching sessions. In all of the deduced results, the three studies highlight some unchanged characteristics in the guiding methods of teachers in a complex situation. Despite the noticed differences (guiding modes) in the three studies according to the different factors previously defined, in one way or another, the observed teachers preserves students' autonomy in a solution-seeking activities. On the other hand, teachers’ behavior in targeted situations was characterized by directive guidance focused on the technical aspect (didactic situations). Thus, from a disciplinary point of view, (in-depth experience in the practice and teaching of APSA), our results show that professional experience (as a teacher of PSE) does not seem to compensate for the lack of experience in the APSA taught.

Nous sommes, dans notre vie quotidienne entourés d'associations audio-visuelles : nous les percevons et les mémorisons tout au long de notre vie. Pourtant, les mécanismes impliqués dans leur apprentissage restent abscons. En particulier, les facteurs comme la motricité permettant de favoriser de tels apprentissages, sont rarement étudiés d'un point de vue mnésique.Ainsi, les objectifs généraux de cette thèse visent à : i) étudier les mécanismes cognitifs à la base de l'apprentissage d'associations audio-visuelles, ii) mieux comprendre l'impact de la motricité dans l'efficacité de ses mécanismes, et iii) proposer des méthodologies originales susceptibles d'augmenter l'efficacité de ces mécanismes et/ou de compenser d'éventuels déficits.Plus précisément, ce travail de thèse s'intéresse au bénéfice de la motricité dans l'apprentissage des correspondances grapho-phonémiques (CGP). En plus de l'intérêt purement théorique que suscite l'étude de cet apprentissage, l'importance de cette acquisition chez les jeunes enfants pré-lecteurs ajoute une portée pratique et pédagogique à ce travail. L’originalité de ce travail de thèse est de vouloir rapprocher deux grands domaines d'études, celui de l’apprentissage de la lecture/écriture et celui de la mémoire. Bien que les deux domaines traitent d'apprentissage et donc de mémoire, il n'y a jamais eu de véritable tentative d'application des modèles de la mémoire pour aider à la compréhension des mécanismes d'apprentissage de la lecture-écriture de mots, et inversement, les travaux sur la mémoire ont rarement regardé du côté des recherches sur l'apprentissage de la lecture-écriture pour valider leurs hypothèses. Or, l’un des intérêts du modèle Act-In servant de support à cette thèse est justement de proposer une approche intégrée du fonctionnement cognitif et pas seulement de la mémoire. / In our daily lives, we are surrounded by audiovisual associations: we perceive and memorize them throughout our lives. However, the mechanisms involved in their learning are not fully understood. In particular, factors such as motor skills that promote such learning are rarely studied from a memory point of view.Thus, the general objectives of this thesis are to: i) study the cognitive mechanisms underlying the learning of audio-visual associations, ii) better understand the impact of motor skills on the effectiveness of its mechanisms, and iii) propose original methodologies likely to increase the effectiveness of these mechanisms and/or compensate for possible deficits.More precisely, this thesis work focuses on the benefit of motor exploration in learning grapho-phonemic correspondences (GPC). In addition to the purely theoretical interest in studying this learning, the importance of this acquisition for young pre-readers adds a practical and pedagogical dimension to this work. What stands out from this thesis is that two areas of study, the one of learning to read and the one of memory are combined. Though both of them deal with learning hence memory, there has never been a real attempt to apply memory models to help understand the mechanisms of learning word reading and writing, and conversely, memory research has rarely looked to research on learning to read and write to validate their assumptions. However, one of the interests of the Act-In model used to support this thesis is precisely to propose an integrated approach to cognitive functioning and not only to memory.

Only one third of children and youth meet current physical activity (PA) guidelines. Low levels of PA can impact future PA, the probability of obesity, and delay fundamental motor skill (FMS) development. One environment associated with children’s PA is the school playground. Limited research has explored how motor skill development and other child level factors may influence playground behavior. The purpose of this study was to explore playground behaviour and determine if children’s motor skills predicted playground behavior (e.g. enjoyment, frequency, intensity and type of play). A secondary objective was to explore whether other individual level variables influenced these playground behaviours (e.g. sex, physical activity, strength). All grade 2 and 3 children from one school were recruited to participate in this cross-sectional mixed-methods study. Information about PA was collected using the Physical Activity Questionnaire for Children and the Children’s Assessment of Participation and Enjoyment. Playground behavior information was collected using the Playground Enjoyment Questionnaire. The Test of Gross Motor Development - 2 and the stork stand were used to assess FMS and a handheld dynamometer assessed grip strength. Descriptive statistics and a one-way analysis of variance were calculated to determine if children’s PA differed between playground areas and sex. Pearson product moment correlation coefficients examined associations among children’s individual factors and playground play. Linear regression examined if children’s FMS and significant individual correlates predicted playground engagement. A total of 54 children with a mean age of 8.46yrs (SD = 0.68) participated. The sample included 31 boys (M = 8.48yrs of age (SD = 0.73) and 23 girls (M = 8.43, SD = 0.59). Correlation coefficients revealed that FMS were not significantly related to children’s playground engagement. Boys frequented the field more than girls (F (1, 52) = 5.18, p = .027), enjoyed the field (F (1, 52) = 4.07, p = .049), the courts (F (1, 52) = 6.74, p = .012) and the nature space (F (1, 52) = 4.19, p = .046) more than girls. Object control skills negatively predicted built structure play frequency (B = -.267, t = -2.39, p = .022). Gross motor quotient predicted the type of activities children engaged in the built structures (B = .055, t = 2.178, p = .035). Children’s overall PA positively predicted their play frequency, intensity, and enjoyment in court areas and intensity in the field. Grip strength predicted enjoyment in field areas. Recreational PA level negatively predicted play frequency on tarmac areas. Although, children’s FMS rarely predicted where and how children engaged on school playground spaces, other child factors (i.e. sex, PA, and grip strength) did. Children’s self-reports showed that friends also influenced their play behaviours. FMS development did not have a significant impact on where or how children played on the playground, which suggests that children of varying FMS may engage in the same play spaces. In the context of the ecological model there were child level factors that influenced their interaction with the playground as a micro-environment which requires further investigation. / Graduate

O desenvolvimento motor é organizado a partir do inicio da concepção, seguindo os princípios do domínio motor, afetivo-social e cognitivo, que vão se diferenciando gradativamente. O resultado da interação de todos esses fatores após o nascimento é expresso pelo comportamento motor, indicando sua importância no desenvolvimento do ser humano. O objetivo deste estudo foi obter evidências da validade de constructo e da consistência interna da Bateria Psicomotora para crianças em fase do ensino escolar fundamental numa amostra brasileira. A amostra foi composta por 100 participantes, de ambos os gêneros, idade entre 8 a 12 anos, sendo GI como grupo referência, com 50 sujeitos, ambos os sexos, matriculados no ensino regular, e GII, como grupo comparativo, composto por 50 participantes com diagnóstico de fissura labiopalatina, sem síndrome e alteração neurológica. No processo de validação do instrumento, houve ajustes quanto aos vernáculos do português brasileiro, referentes às traduções idiomáticas e semânticas, assim como nos enunciados instrucionais das provas do instrumento. Na comparação entre GI e GII, encontrou-se diferença estatisticamente significante na praxia global, com escores abaixo da média esperada. No entanto, ambos os grupos tiveram performances satisfatórias quanto à tonicidade, equilíbrio, lateralidade, noção e estruturação. Este estudo descreveu aspectos do processo de realização da validade de constructo e consistência interna, procedimentos considerados por pesquisadores e profissionais da área de saúde, preocupados em utilizarem medidas e instrumentos confiáveis e apropriados para determinada população. / The motor development is organized from the beginning of the conception, having followed the principles of motor, affective-social and cognitive the domain, that gradual go if differentiating. The result of the interaction of all these factors after the birth is express for the motor behavior, indicating its importance in the development of the human being. The objective of this study was to get evidences of the validity of construct and the internal consistency of the Psychomotor Battery for children in phase of basic pertaining to school education in a Brazilian sample. The sample was composed for 100 participants, of both the sorts, age enters 8 12 years, being GI as group reference, with 50 citizens, both the sex, registered regular education, and GII, as comparative, composed group for 50 participants with diagnosis of cleft palate fiction, without syndrome and neurological alteration. In the process of validation of the instrument, it had adjustments how much to the vernaculars of the Brazilian Portuguese, referring to the idiomatic and semantic translations, as well as in the instructional statements of the tests of the instrument. In the comparison between GI and GII, significant difference in the gross praxis met statistical, with props up below of the waited average. However, both the groups had had satisfactory performances how much to the equilibrium, lateralization, body perception, gross and fine praxis, tonus and time-space orientation. This study it described aspects of the process of accomplishment of the validity of construct and internal consistency, procedures considered for researchers and professionals of the health area, worried in using measured and trustworthy and appropriate instruments for determined population.