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Previous issue date: 2017-06-21 === Learning difficulties and disturbs, socioeconomic conditions, could justify the
high rate of brazilian educational system failure. Therefore, interdisciplinary
Physical Education can ameliorate children learning. The purpose of this study
was to verify the effects of an interdisciplinary physical education program on
academic achievement and selective attention in children. 60 boys and girls
from 4th grade of public elementary brazilian school, underwent a Education by
Movement group (EduMove) (n=39, 9.7??yr; 31.6 ?? 6.2 kg; 1.4 ?? 0.1 m; 17.9 ??
7.2 %G) with math, written and reading classes through physical
education activities during a school journey (172.8??16.31bpm) (60min each
class, twice a week), and a control group (Con) (n=21, 9.9??0.8yr; 30.0 ?? 5.1 kg;
1.4 ?? 0.1 m; 17.1 ?? 8.6 %G) which participated at traditional classes
(92.4??8.9bpm). Thereafter children undertook anthropometric (weight, height,
body fat), physical activity level, academic achievement, selective attention test
(Stroop Go/NoGo), before and after three months. ANOVA revealed tricipital
skinfold reduction for EduMove in comparison with CON at post test (11.8 ??
5.6 vs 12.7 ?? 5.3; p=0.008), it was observed higher physical activity level for
EduMovi vs CON (?? 23.3 vs 2.9 METs; p=0.09). Children showed better results
at reading capacity for EduMovi vs CON (65.2 ?? 4.9 vs 64.7 ?? 3.0; p=0.038).
Regarding selective attention EduMovi was faster and committed less mistakes
in comparison with pre test (236.1 ?? 39.9 vs 327.9 ?? 45.88 ms/%, ?? -90ms e -
2% de erros p=0.09). A short term interdisciplinary physical education program
can improve reading capacity, and selective attention in children. These results
may suggest that activity breaks during a school journey could contributing to
learning. === Dificuldades, problemas de aprendizagem, condi????es socioecon??micas, s??o
fatores que justificam o alto ??ndice de repet??ncia escolar no sistema
educacional brasileiro. Nesse sentido, a Educa????o F??sica interdisciplinar pode
otimizar a aprendizagem da crian??a. O estudo teve por objetivo verificar os
efeitos de um programa de educa????o f??sica interdisciplinar sobre o
desempenho escolar e aten????o seletiva de crian??as. 60 meninos e meninas
com desempenho escolar inferior, estudantes do 4?? ano do ensino fundamental
foram divididos em grupo educa????o pelo movimento (EduMovi) (n=39, 9,7 ?? 1,0
anos; 31,6 ?? 6,2 kg; 1,4 ?? 0,1 m; 17,9 ?? 7,2 %G), que participou de aulas ativas
com os conte??dos de portugu??s e durante o turno escolar (duas vezes por
semana por tr??s meses) (172,8 ?? 16,31 bpm); e grupo controle (CON, n=21,
9,9??0,8 anos; 30,0 ?? 5,1 kg; 1,4 ?? 0,1 m; 17,1 ?? 8,6 %G) que permaneceu
assistindo aulas tradicionais de portugu??s e matem??tica durante o mesmo
per??odo (92,4 ?? 8,9 bpm). A ANOVA revelou redu????o na dobra cut??nea tricipital
para EduMovi em compara????o com grupo CON no p??s teste (11,8 ?? 5,6 vs 12,7
?? 5,3; p=0,008), houve ainda um aumento no NAF para EduMovi vs CON
por??m n??o foi significativo (?? 23,3 vs 2,9 METs; p=0,09). Na capacidade de
leitura foi observado um melhor escore para EduMovi no p??s teste comparado
com CON (65,2 ?? 4,9 vs 64,7 3,0; p=0,038). Na etapa incongruente do teste de
Stroop que avalia a aten????o seletiva, o grupo EduMovi foi mais r??pido e errou
menos em compara????o com o pr?? teste, mas o resultado n??o foi significativo
(236,1 ?? 39,9 vs 327,9 ?? 45,88 ms/%, ?? -90ms e -2% de erros p=0,09). Um
programa de curto prazo de educa????o f??sica interdisciplinar pode melhorar a
capacidade de leitura e aten????o seletiva de crian??as.
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