Abstract
The purpose of this study was to verify the development of fundamental motor skills in elementary school children with different scholar environment. Fifteen children from a public school (CPub) and 15 children from a private school (CPri) were randomly chosen, from all enrolled in the 5th grade. Children from the CPri were enrolled, along the first four grades of elementary school, in physical activities developed by a Physical Education teacher whereas the activities for the CPub were ministered by the teacher without specific major degree. All the children were videotaped performing the Locomotor and object control subtests of the Test of Gross Motor Development, obtaining the raw score and the age equivalent. MANOVAs indicated that lower raw scores for the CPub group. Age equivalent of the object control subtest also was lower for the CPub group. Finally, t tests indicated no difference between age equivalent and chronological age for the CPri group, however, indicated lower age equivalent than chronological age in the control object subtest. These results indicate that school context influences children’s motor development.
Highlights
COOLS, W. et al Movement skill assessment of typically developing preschool children: a review of seven movement skill assessment tools
The purpose of this study was to verify the development of fundamental motor skills in elementary school children with different scholar environment
Fifteen children from a public school (CPub) and 15 children from a private school (CPri) were randomly chosen, from all enrolled in the 5th grade
Summary
RESUMO O objetivo deste estudo foi verificar o desenvolvimento de habilidades motoras fundamentais em crianças que cursaram o Ensino Fundamental I em contextos escolares diferentes. Ao longo de muito tempo, para alguns profissionais, a atuação de um professor de Educação Física, propiciando prática estruturada e informação apropriada, deveria ocorrer apenas por volta dos dez anos de idade, com a introdução de habilidades motoras específicas às modalidades desportivas; mas a visão de que crianças adquirem as habilidades motoras fundamentais naturalmente, portanto sem a necessidade de atuação de um profissional e de. A falta de oportunidade de prática sistematizada e estruturada, com objetivos de proporcionar experiências motoras diversificadas e instruções apropriadas, pode ser uma das razões para que as crianças não alcancem níveis mais elevados de desempenho motor nas habilidades motoras fundamentais, ficando aquém do nível esperado para as respectivas idades, conforme observaram diversos estudos (FERRAZ, 1992; VALENTINI, 2002; BRAGA et al, 2009). As explicações foram fornecidas por dois professores responsáveis pelo estudo, um dos quais forneceu informação sobre o subteste locomotor e o outro forneceu a todas as crianças informação sobre o subteste controle de objeto
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