Aprendizagem de habilidade motora específica em escolares praticantes e não praticantes de atividades esportivas extracurriculares

Abstract

The present study sought to analyze the level of motor learning of the rebating ability of students practicing sports modalities and of students practicing EFE classes only. Regarding the research methodology, the study was descriptive of the quali-quanti type. The sample consisted of 30 students, aged between 12 and 14, of both sexes and enrolled in Elementary Education II of the Military Police College of Ceará General Edgard Facó de Fortaleza / CE. The study was divided into three experimental phases: pre-test, acquisition phase and post-test. Data on whether or not students participated in physical education classes and extracurricular activities on a regular basis were collected by means of a semi-structured questionnaire and the evaluation of the effect of the practice of rebating ability was done by means of filming. The stage of learning of the rebut ability was defined based on the average of the values assigned to each characteristic of the motor standard, according to the check list proposed in the study. After the definitions of the standards, descriptive statistics were used to present the frequency of each of these stages presented by the participants throughout the experimental phases. We used the non-parametric test of Mann Whitney to compare the values obtained by the participants between the groups (EFE x Sport) throughout the experimental phases and Wilcoxon's non-parametric test for compare the values obtained by the participants betweenthe phases (Pre-test, Acquisition and Post-test). The results showed that the groups did not show significant differences between them in relation to the learning of the rebut ability, but there were significant differences between the values obtained by the participants in the pre-test and in the post-test and between the values obtained in the pre-test and on the last day of the Acquisition phase. In this way the results showed that the interventions proposed for the teaching of rebating ability in physical education classes were sufficient to lead to changes in participants’ motor pattern. However, it was not possible to prove that with the implementation of practice sessions elaborated with pre-sport activities, children who practice extracurricular activities with an emphasis on sports learn specific motor skills more quickly, compared to the children participating, only, in the EFE classes.