Made available in DSpace on 2016-12-06T17:07:27Z (GMT). No. of bitstreams: 1 ERIKA MORGANA.pdf: 960294 bytes, checksum: 1ae268731e73a0a433d54e96d5d69766 (MD5) Previous issue date: 2011-02-11 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study aimed at to verify the scholars' motor profile from 11 to 14 years of age with and without indicative of Attention Deficit Hyperactivity Disorder (ADHD) of the Municipal district of Sao Jose/SC. The study included 300 schoolchildren aged 11 to 14 years old, both sexes, enrolled in a municipal school in Sao Jose- SC. For motor assessment, the Movement Assessment Battery Motor for Children (MABC-2) was used. For the nutritional evaluation, body mass and height were measured to calculate BMI, according to the references of the World Health Organization (WHO). Analyses were performed using the statistical package SPSS (version 17.0) using the descriptive statistics and Spearman correlation tests, U test and crude binary logistic regression. The significance level adopted was 5%. The results showed that 13,3% of the students presented indicative of ADHD (n=40) and on the motor performance was verified that 10% of students had motor impairments, being 7,5% boys and 2,5% girls When comparing the motor performance of students with and without ADHD, a better performance was showed in aiming/catching and balance skills among students without ADHD, whith statistically significant difference. No association was found between ADHD and motor difficulties. Regarding the nutritional status, most of students with and without ADHD were classified as eutrophic. Verifying the correlation between nutricional status and motor performance of students with ADHD, it was obtained a negative correlation only in the balance skill, however for the group without ADHD there was no correlation. During this study it was noticed the need on investigate other variables that better characterize the scholar participants, such as activities of daily living, sociocultural aspects, as well as the physical fitness, in order to better understand the factors that directly influence motor development The study highlights the importance of establishing partnerships between schools, parents, specialists, teachers and physical education teachers in view of beneficial strategies to the proper development of any individual, being him typical or not. / Este estudo objetivou verificar o perfil motor de escolares de 11 a 14 anos de idade com e sem indicativo de Transtorno de Déficit de Atenção e Hiperatividade (TDA-H) do Municipio de São José/SC. Participaram do estudo 300 escolares de 11 a 14 anos de idade, de ambos os sexos, matriculados numa escola da rede municipal em São Jose-SC. Para avaliação motora utilIzou-se a bateria motora Movement Assessment Battery for Children - MABC-2. Para a avaliação nutricional foram mensuradas a massa corporal e estatura para cálculo do IMC, segundo as referências da Organização Mundial de Saúde (OMS). As análises foram realizadas através do pacote estatístico SPSS (versão 17.0) utilizando a estatística descritiva e os testes de correlação de Spearman, teste U e regressão logística binária bruta. O nível de significância adotado foi de 5%. Os resultados demonstraram que 13,3% dos escolares apresentaram indicativo de TDA-H (n=40) e quanto ao desempenho motor foi verificado que 10% dos escolares apresentaram dificuldades motoras, sendo 7,5% meninos e 2,5% meninas. Quando comparado o desempenho motor dos escolares com e sem TDA-H foi verificado melhor desempenho nas habilidades de lançar/receber e equilíbrio entre os escolares sem TDA-H, com diferença estatisticamente significativa. Não foi encontrada associação entre TDA-H e dificuldade motora. Em relação ao estado nutricional a maioria dos escolares com e sem TDA-H foram classificados como eutróficos. Ao ser verificada a correlação entre estado nutricional e desempenho motor dos escolares com TDA-H, obteve-se uma correlação negativa somente na habilidade equilíbrio, já para o grupo sem TDA-H não houve correlação. Durante a realização deste estudo notou-se a necessidade da investigação de outras variáveis que melhor caracterizassem os escolares participantes, tais como as atividades de vida diária, os aspectos socioculturais, bem como a aptidão física, a fim de melhor conhecer os fatores que influenciam diretamente o desenvolvimento motor. Destaca-se a importância do estabelecimento de parcerias entre escola, pais, médico especialista, professores e professores de educação fisica em vista de estratégias benéficas ao desenvolvimento adequado de qualquer individuo, seja ele típico ou atípico.

Made available in DSpace on 2014-06-11T19:29:00Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-04-29Bitstream added on 2014-06-13T19:17:03Z : No. of bitstreams: 1 limao_ji_me_bauru.pdf: 2011830 bytes, checksum: d63025791452083acf5fe5568ce9e5e3 (MD5) / Esta pesquisa investigou um período de intervenção em aulas de educação física, sob a mediação teórica da Análise do Comportamento, com o intuito de ensinar e desenvolver os comportamentos motores de chutar e rebater. Participaram do estudo 60 crianças de seis anos de idade, de três escolas municipais do ensino fundamental de Bauru. Cada escola constituiu um grupo: Grupo Experimental (GE), com aulas planejadas pelo professor da escola e pela pesquisadora, com base nas técnicas de ensino-aprendizagem da Análise do Comportamento e como conteúdo de ensino os comportamentos motores de chutar e rebater; Grupo Controle I (GCI), com o planejamento das aulas desconhecido, pela pesquisadora, mas com os conteúdos de ensino, os comportamentos de chutar e rebater; Grupo II (GCII), com planejamento e conteúdo de ensino desconhecido pela pesquisadora. Foram realizadas avaliações (pré e pós-teste), por meio da filmagem das tarefas três vezes cada uma. A filmagem foi observada por três avaliadores independentes, que classificaram os comportamentos em estágios de desenvolvimento (inicial, elementar e maduro), seguindo as características apresentadas por Gallahue e Ozmun (2005). Como as crianças estão em processo de desenvolvimento, foram incluídos mais dois itens de classificação: Inicial/intermediário (crianças que apresentaram características dos estágios: inicial e elementar) e Elementar/intermeidário (crianças que apresentaram características dos estágios: elementar e maduro). Os resultados obtidos apresentaram melhor desempenho no pós-teste nos grupos, GE, GCI e GCII, do que no pré-teste e GE apresentou melhor desempenho que os grupos GCI e GCII. A maioria das crianças não atingiu o estágio maduro de desenvolvimento para chutar e rebater, com exceção do GE para o chutar, o que é contrário à literatura, que afirma que aos seis anos as crianças deveriam... / This study investigated a period of physical education classes in which it was applied the Behavior Analysis theory in order to teach and develop kicking and hitting motor behavior. For this purpose, 60 children, 6-years old, were assessed at three local elementary schools. For each one of these three schools, were a distinct group of children to be assessed: (1) an experimental group (EG), with tasks planned by both, the school teacher and researcher, for kicking and hitting motor behaviors, based on the Behavior Analysis theory; (2) a control group (CG1) with tasks planned only by the researcher for kicking and hitting motor behaviors; and (3) a second control group (CG2), with teaching methods and content unknown by the researcher. Particpants underwent pre and post-testing evaluations where each motor behavior was repeated three times and recorded for later analysis. Next, three independent evaluators observed and analyzed the main characteristics of the movements patterns and behaviors. The, each of these recorded motor behavior were classified into the features listed by Ozmun and Galluhue (2005). Talking in considerations that those children are in development process, two additional classifications were included: (1) beginner / intermediate, when children had features of both earlym and elementary development stages, and (2) elementary / intermediate, when children showed characteristics of both elementary and mature stages. The results for the motor behaviors of kicking and hitting demonstrated that the EG, CG1 and CG2 performed better during postests, and that the EG performed better than both the CG1 and CG2. Most of children did not reach the mature stage of development for kicking and hitting, with the exception of the exception of the EG for kicking. This finding is contrary to the literature, which states that 6-year old children should have a motor repertoire in the mature... (Complete abstract click electronic access below)

Orientador: Jorge Sergio Perez Gallardo / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica / Made available in DSpace on 2018-07-22T02:25:33Z (GMT). No. of bitstreams: 1 Isayama_HelderFerreira_M.pdf: 3180019 bytes, checksum: 83310962b6c7af8b8646d17dd9e9c3e7 (MD5) Previous issue date: 1997 / Resumo: O objetivo deste estudo foi verificar se existe variação na execução dos padrões de movimento arremessar e receber em duas situações ambientais diferentes: situação laboratorial (onde ocorreu um maior controle das variáveis) e situação "natural" (próxima da situação que ocorre em aula de Educação Física). Os participantes deste estudo foram 28 crianças de ambos os sexos e com 4 anos de idade. As crianças em movimento foram filmadas realizando as duas habilidades motoras fundamentais - arremessar e receber - nas situações laboratorial e "natural". A análise dos dados foi auxiliada por uma TV e um vídeo cassete, que foram analisados de acordo com uma descrição adaptada do movimento apresentada por GALLAHUE (1989). Neste sentido, o arremessar foi dividido em três componentes: membros superiores; tronco e pernas/pés, o receber também foi dividido em três componentes: braços/antebraços; mãos e tronco/pernas/pés. A análise estatística (teste não paramétrico de Friedman) revelou diferenças significativas para dois componentes (tronco e pernas/pés) no arremessar e tronco/pernas para o receber. Em todos os casos em que foi verificada uma diferença significativa a performance na situação "natural" foi superior à situação laboratorial. Além dos resultados suportarem a influência da noção das restrições na realização do movimento, também indicam que precauções devem ocorrer quando resultados laboratoriais são aplicados às situações práticas de ensino da Educação Física / Abstract: The purpose of this study was to identify variations in the performance motor pattern of throwing and catching in two different enviromental conditions: laboratorial situation (where bigger control of variable was available) and natural situation (a situation near to that of a physical education class). The participants of this study were twenty eight children of both sex and with four years of age. The children were video taped while performing the two fundamental motor skills throwing and catching, in the laboratorial and natural situations. The data was analyzed through a TV and video cassette, following an adapted desscription of the skill proposed by GALLAHUE (1989). The throwing and the catching were divided in three components: superior limb, trunk and legs/feet and arm/forearm, hand and trunkllegs/feet, respectively. The statistical analysis (Friedman's non-parametric test) showed statisticaliy significant differences for two throwing components (trunk and legs/feet) and trunkllegs/feet for catching. In all the cases in that a significant difference was identify, performance in the "natural" condition was superior than laboratorial condition. Further the results supported the influence of the constraints notion in the skills execution and they showed that precautions must happen when laboratorial results are applied to the practical situations of physical education teaching / Mestrado / Educação Motora / Mestre em Educação Física

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No. of bitstreams: 1 flaviareginaferreiraalves.pdf: 1319698 bytes, checksum: f39e3d5e6541b4293135009090736586 (MD5) Previous issue date: 2014-08-20 / O esquema corporal de uma criança autista, hoje nomeada e ou classificada como Transtorno do Espectro do Autismo (TEA), encontra-se perturbado, Levin (2000), não por uma falha, na sua construção, mas pela ausência, carência do outro que não compreende o seu espectro, que não fez os contornos desse corpo, que não gerou desejo, imagem, que para ser gerada irá necessitar do outro que imagine que ali há um sujeito e não uma “coisa”, um objeto (LEVIN, 2000). Só assim, a criança poderá espelhar-se nessas imagens (no olhar desejante), no outro que, assim, outorga a possibilidade de construir uma maior compreensão do seu corpo e seu funcionamento. Com base neste ponto de vista, a criança com TEA tem a necessidade de ser estimulada e o profissional de Educação Física, que estiver trabalhando com ela, deve considerar as reais características e necessidades do aluno com Transtorno do Espectro do Autismo (TEA). Para tanto, esta dissertação é apresentada sob a forma de três artigos: o primeiro, intitulado Avaliação motora em crianças de 2 anos a 8 anos com Transtorno do Espectro do Autismo (TEA) aborda testes motores aplicados a crianças com TEA e suas respostas; o segundo foi intitulado de Relação entre o desempenho motor e a prática de exercícios físicos, em crianças com Transtorno do Espectro do Autismo (TEA), buscando fazer um levantamento de como a criança com TEA se desenvolve por meio da prática de exercícios físicos regulares, hoje, ainda, tão escassos para este público específico; o terceiro, intitulado A prática de exercícios físicos e a relação professor-aluno para a aprendizagem e socialização da criança com Transtorno do Espectro do Autismo (TEA): a visão dos pais para esta prática, do tipo qualitativo - descritivo, um estudo realizado com análise de conteúdo, no qual, por meio de entrevista semiestruturada, buscou-se compreender melhor a visão dos pais e responsáveis sobre a prática de exercícios físicos para o desenvolvimento motor de seus filhos. Foi realizada, junto aos pais, uma entrevista com perguntas relativas aos atendimentos realizados com seus filhos e como estava sua rotina diária após inserção no Projeto de Atividade Física para Crianças Autistas. A presente pesquisa foi realizada com o objetivo de propor um programa de exercícios físicos para crianças com TEA e sua prática para respeitar a individualidade biológica de cada criança atendida. Ficou claro que, com os testes motores aplicados para o desenvolvimento deste trabalho, junto ao questionário de Atividade Física e entrevista sobre os exercícios motores aplicados, respondidos pelos pais, para saber como era a rotina diária dos sujeitos atendidos nesta pesquisa, foi possível fazer as intervenções necessárias para um melhor desenvolvimento motor dos mesmos. Por meio dos resultados obtidos, percebe-se que a prática de exercícios físicos, em crianças com TEA, é benéfica para seu desempenho motor e, assim, visando a seu desenvolvimento como um todo, podendo potencializar sua rotina diária e melhorar a qualidade de vida, desde que a individualidade do aluno com TEA seja respeitada e adaptada de acordo com suas características. / The body schema of an autistic child, known as with autism spectrum disorder (ASD), is disconcerted, according to Levin (2000). This is not because of a fail on its structure, but due to the absence or lack of another schema, which does not cover its spectrum, which did not follow the body contours, which did not generate wishes, image, which, to be generated, will need another that imagines that there is a certain person, not a thing or an object. Only thus, the child may mirror itself on those images, on desirer look, on another that grants this way the possibility of construct a great comprehension of its body and its functioning. From this point of view, a child with ASD needs to be stimulated, and the physical education professional, who is working with it, must consider the actual characteristics and needs of students with ASD. Therefore, we present this dissertation in three articles, namely: (i) “motor assessment on children from 2 to 8 years old with autism spectrum disorder”, on which we describe the motor tests applied to children with ASD and their response; (ii) “ratio between motor performance and practice of physical exercises on children with autism spectrum disorder”, attempting to perform a survey of how a child with ASD develops through practice of regular physical exercises, which remain scarce for this specific target; and (iii) “practice of physical exercises and teacher-student relations for learning and socialization of children with autism spectrum disorder: the parents vision”, a qualitative descriptive study performed by analysing the content on which, by means of unstructured interview, we sought to better understand the view of parents and carers about the practice of physical exercises for motor development of their children. In fact, the research was performed aiming to propose a physical exercises program for children with autism spectrum disorder, and its practice, in order to respect the biological individuality of each child. Thus, questions were made to parents about service for their children and about how their daily routine was, after they being integrated in the project of physical activities for autistic children. By using motor tests, however, was possible performing necessary intervention for their best motor development. Therefore, we found that the practice of physical exercises on children with autism spectrum disorder is beneficial to their motor performance, and directing at their development as a whole, and may potentiate their daily routine and improve their life quality, since individuality of students with ASD is respected and adapted according to its characteristics.

I denna studie var syftet att utforska förskolpedagogers upplevelse av sin förskolegård samt närliggande miljö med koppling till barns motoriska utveckling, utifrån två frågeställningar. På vilket sätt anser pedagogerna att förskolegårdens utfärdande främjar barns motoriska utveckling och rörelsebehov? Upplever pedagogerna att de tar tillvara på närliggande miljö och på vilket sätt anser de att den främjar barns motoriska utveckling?   Studien utgår från Reggio Emilia som teoretiskt ramverk där utemiljön och pedagogens roll som medforskare har stor betydelse för att främja barnens motoriska utveckling.   Metoden som användes i studien var kvalitativ i form av intervjuer, där sex pedagoger från tre förskolor belägna i ett mindre samhälle i Mellansverige deltog. Som komplement till intervjuerna genomfördes även observation av förskolegården utan närvarande pedagoger eller barngrupp för att användas vid analysen och resultatdiskussionen.   Resultatet visar att pedagogerna anser att förskolegården är viktig för barnens motoriska utveckling samtidigt som närmiljöns betydelse lyfts, i detta fall skogsmiljön som motoriskt utvecklande på ett mer utmanande sätt. Det framhålls att materialet, främst det fasta har stor inverkan på barnens motoriska utveckling. Resultatet visar även att pedagogerna anser sig ha en viktig och betydande roll för att hjälpa och stötta barnen i utforskandet av utemiljön. / In this study, the purpose was to explore the preschool teacher´s experience of their preschool yard and the nearby environment related to children's motor development, based on two issues. In what way do the educators consider that the schoolyard´s design promotes children's motor development and movement needs? Does the preschool teacher take advantage of the nearby environment and how does it promote children´s motor development?   The study is based on Reggio Emilia as a theoretical framework where the environment has a great importance to promote the children´s motor development.   The method used in this study was qualitative in terms of interviews, where six preschool teachers from three different preschools located in a smaller society in the middle of Sweden attended. A compliment to the interviews was also observations of the preschool yard preformed without preschool teachers and children, to be used at the analysis.   The result shows that the preschool teacher´s consider that the preschool yard and nearby environment are important for the children’s motor development. It also emphasizes that the material, mainly the fixed one has big impact. The result also shows that the preschool teacher´s consider themselves to have an important role to support the children in the exploration of the outdoor environment.

The paper aims to examine how the specific conditions in forest kindergartens may affect motor development of young children and to identify other daily life factors that may have an impact on motor development. A test of motor skills was used to compare results of children from forest schools and regular kindergartens. The work is based on theoretical knowledge about children's motor development, motor skills and abilities and various ways to test them. A set of motor tests was compiled to measure the level of motor skills in both types of kindergartens. The theoretical part provides the reader with characteristics of both types of schools to show how the conditions may vary and assess the differences. The comparison of the results of the tests shows that natural conditions for physical activities in forest kindergartens do not lead to better results in motor skills tests. The parents of participating children were given a questionnaire and the provided answers were then compared with the children's performance in the tests. This method proved that neither time actively spent with parents nor exercising in extracurricular activities have a significant effect on the motor level development of children. Key words Forest kindergarten, regular kindergarten, motor development, motor skills and abilities

Barns motoriska utveckling är en viktig del av arbetet i förskolan. I Läroplan för förskolan, Lpfö 18 (Skolverket 2018, s. 9) står det att förskolans uppdrag är att utmana och främja barns motoriska utveckling och lärande i varierande miljöer. Den forskning som undersökt barns motoriska utveckling i utomhusmiljöer och vid riskfylld lek är bristfällig, vilket innebär att mer forskning inom området behövs. Därav är syftet med denna studie att undersöka hur förskollärare arbetar i utomhusmiljöer och hur riskfylld lek används för att främja barns motoriska utveckling. Studien har genomförts med den kvalitativa metoden self-report, där förskollärare besvarat nio frågor via e-post. I studiens resultat framkommer det att förskollärarna anser utomhusmiljön som betydelsefull för barns motoriska utveckling. Det framgår dessutom att när barn får möta varierande miljöer och leka med olika material främjas deras motorik. Förskollärarna lyfter fram vikten av närvarande, medforskande och stöttande pedagoger när barn utvecklas motoriskt i utomhusmiljöer. Resultatet visar även att förskollärarna anser att riskfylld lek är gynnsamt för barns motoriska utveckling, då de utmanas i olika rörelseaktiviteter vilket främjar deras motorik. / Children's motor development is an important part of the work in preschool. In the Swedish Curriculum for the preschool, Lpfö 18 (Skolverket 2018, p. 9) it is stated that the preschool's mission is to challenge and promote children's motor development and learning in varying environments. Previous research that has studied children's motor development in outdoor environments and at risky play is inadequate, which means that more research in the area is needed. Hence, the purpose of this study is to investigate how preschool teachers work in outdoor environments and how risky play is used to promote children's motor development. The study has been conducted using the qualitative method self-report, where preschool teachers answered nine questions via e-mail. The results of the study show that preschool teachers consider the outdoor environment to be important for children's motor development. It also appears that when children encounter varying environments and play with different materials, their motor skills are promoted. The preschool teachers highlight the importance of present, co-researching and supportive teachers when children develop motor skills in outdoor environments. The results also show that preschool teachers consider risky play to be beneficial for children's motor development, as they are challenged in various activities which promotes their motor skills.

Childhood obesity has many negative impacts on health and occurs due to genetic, environmental, and contextual factors (U.S. Department of Health and Human Services and U.S. Department of Agriculture [HHS and USDA], 2015). A major concern for this population of children is the resulting adverse effects on motor development, including challenges reaching appropriate developmental milestones impacting overall development and participation in daily activities (Cataldo et al., 2016). Occupational therapy practitioners can address multiple areas which contribute to this problem, including motor development and body functions, feeding and healthy meal preparation skills, family routines and activities of daily living, as well as contextual and cultural factors (American Occupational Therapy Association [AOTA], 2020). WHOLE Family is an online family based approach directed at positively impacting childhood obesity and motor development through a holistic approach.

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Learning readiness is deficient in many first time school-going children. Learning readiness depends on a well-functioning neural network. Research has shown that movement as an early learning experience is necessary for optimal neural development. Presumably it is movement that activates the neural wiring in the brain. It influences neural organisation and stimulates the specific neurological systems required for optimal functioning and development of the brain. Some children are faced with motor proficiency deficits which may influence their learning and their readiness to learn. This study aimed at determining whether movement programmes are a means to promote and achieve learning readiness. A selected group of Grade two learners who participated in a specifically designed movement programme for ten weeks showed improvement in their levels of learning readiness based on their movement proficiency and academic level. Based on these findings, recommendations were made for the inclusion of movement in the school curriculum. / Educational Studies / M Ed. (Guidance and Counselling)