RESUMO Embora a Educação Física escolar tenha historicamente se baseado em estratégias de ensino predominantemente diretivas, é possível especular que metodologias menos diretivas possam contribuir de forma mais efetiva para o aprendizado. O objetivo do presente estudo foi comparar as possíveis implicações da utilização de diferentes estilos de ensino na aprendizagem do jogo da modalidade esportiva voleibol. Para tanto, 27 adolescentes divididos em três grupos (Grupo Diretivo; Grupo Indiretivo e Grupo Controle) foram submetidos a um programa de intervenção de oito encontros voltados ao ensino de conteúdos procedimentais do voleibol. De modo geral, os resultados encontrados sugerem que estilos de ensino indiretivos contribuem de forma mais efetiva para a participação no jogo e para a tomada de decisão, o que provoca uma reflexão sobre a necessidade de se revisitar as estratégias de ensino utilizadas pelos professores e pela necessidade de uma abordagem mais sistêmica para o ensino de jogos.

ABSTRACT Although Physical Education has historically been based on teaching strategies predominantly directives, it is possible speculate that less directive methodologies might contribute more effectively to learning. The aim of this study was to compare the possible implications of using different teaching styles for learning volleyball game. Thus end, 27 teenagers divided into three groups (Directive Group; Indirective group and control group) took part for an intervention program of eight meetings aimed at teaching procedural volleyball contents. Overall, the results suggest that indirective teaching styles contribute more effectively to participation decision, which causes a reflection on the need to revisit the teaching strategies used by teachers and the need for a more systemic approach to teaching games.

This current study aims to analyze the contribution of futsal practice in global praxis and body image in children in a specialized motor stage, evaluating the motor performance before and after an intervention in the following factors: hands and feet global praxis and body image. It was adopted the application method of 18 one-hour twice a week session, divided into three modules, I) displacement activities in different directions; II) coordination activities and reaction time and III) throwing and kicking activities. Twenty male participants, aged 8 to 12 years, with normal motor development were used. The survey was conducted at a private school. The results found were a significant improvement in the hits of the tennis balls with hands and make the number of hits in kicking the ball with his feet. Regarding the analysis of body image after the proposed intervention, the children has shown the body parts performance incorporated in drawings that were not previously present. It is concluded that there are positive contributions of the futsal practice in respect to the global praxis practice and body image in children in a specialized motor stage.

O presente estudo buscou investigar as possíveis associações existentes entre o tempo de interação com aparelhos eletrônicos e o nível de desenvolvimento motor de escolares do ensino fundamental de diferentes classes econômicas. Para tanto, tomaram parte do estudo 44 jovens (média de idade de 7 anos e 8 meses e desvio padrão = 5 meses) de ambos os sexos, estudantes das redes pública e privada do município de São Paulo. Todos eles preencheram um questionário como forma de se estimar o seu tempo semanal de interação com aparelhos eletrônicos. Além disso, eles foram avaliados com base no teste de desenvolvimento motor global (TGMD). De modo geral, os resultados não permitem inferir que o tempo de interação com aparelhos eletrônicos seja considerado nocivo ao processo de desenvolvimento motor das crianças. Ao contrário, entre as crianças das classes A/B identificou-se uma associação positiva entre o tempo de interação com aparelhos eletrônicos o seu nível de desempenho atingido no TGMD. Tais resultados incitam uma discussão sobre o acompanhamento pais ou responsáveis com as atividades diárias dos seus filhos, bem como, sobre a natureza de atividades de lazer e entretenimento que são proporcionadas a escolares de diferentes classes sociais.

The present study sought to investigate the possible associations between the time of interaction with electronic equipment and the level of motor development of primary school students of different economic classes. Thus, 44 youngsters (mean age of 7 years and 8 months and standard deviation = 5 months) of both sexes, students of public and private schools of the city of São Paulo, were included in the study. All of them completed a questionnaire as a way of estimating their weekly interaction time with electronic equipment. In addition, they were assessed based on the Test of Global Motor Development (TGMD). In general, the results do not allow inferring that the time of interaction with electronic equipment is considered harmful to the process of children's motor development. On the contrary, among children of the A/B classes, a positive association between the time of interaction with electronic equipment and their level of performance reached in the TGMD was identified. These results stimulate a discussion about the accompanying parents or guardians with the daily activities of their children, as well as about the nature of leisure and entertainment activities that are provided to schoolchildren of different social classes.

O presente estudo teve por objetivo analisar os efeitos da distribuição da prática (DP): prática maciça (PD) versus prática distribuída (PM) por meio de análise do desempenho (notas) de 5 elementos além da nota final de uma rotina técnica (RT) de nado sincronizado (NS). Participaram do estudo 24 voluntários de ambos os sexos, os grupos foram caracterizados como: GPM e GPD. Ambos os grupos receberam 10 sessões com frequência de três vezes por semana, sendo 9 sessões no período de aquisição e 1 sessão para o teste de retenção após 48 horas. Cada voluntário recebeu um feedback visual e verbal antes da tarefa a ser executada e, em cada sessão, foram realizadas 4 tentativas da RT, com intervalos de descanso (ID) distintos entre elas. Já no teste de retenção, ambos os grupos tiveram o mesmo ID para cada tentativa. Os resultados identificaram efeito do fator teste no elemento 3, entre os momentos pré e retenção com nota maior na retenção (3,45 ± 0,96 vs 4,02 ± 0,62) e (3,86 ± 0,56 vs 4,17 ± 0,83) (p = 0,009). Nos elementos 1, 2, 4 e 5 não houve efeito do fator teste nem interação entre os fatores teste e grupo. Já na nota final, houve efeito do fator teste identificando uma tendência entre os momentos pré e retenção (3,73 ± 0,80 vs 4,10 ± 0,60) e (3,85 ± 0,58 vs 4,14 ± 0,74) (p = 0,013). Conclui-se que a aprendizagem de uma habilidade seriada é possível independente da prática utilizada: PM e PD. Uma variável importante que merece discussão para futuras investigações em tarefas desta natureza é o feedback.

The aim of the present study was to analyze the effects of distribution of practice (DP): massed practice (MP) versus distributed practice (DP) through performance analysis (scores) of 5 elements in addition to the final score of a technical routine (TR) of synchronized swimming (SS). 24 volunteers from both genres took part in the study and the groups were characterized as: MPG and DPG. Both groups received 10 sessions, 9 of them in the acquisition period and 1 for the retention test after 48 hours. Before the trials each volunteer watched a video with task to be performed and in each session, 4 TR attempts were performed with different rest breaks (RB) between them. In the retention test, both groups had the same RB for each trial. The results identified a positive effect of the test factor in element 3 between the pre and retention moments with a higher retention score (3.45 ± 0.96 vs 4.02 ± 0.62) and (3.86 ± 0.56 vs 4.17 ± 0.83) (p = 0.009). In elements 1, 2, 4 and 5 there was no effect of the test factor or interaction between the test and group factors. On the other hand, on the final score for the TR, there was an effect of the test factor identifying a trend between the pre and retention moments (3.73 ± 0.80 vs 4.10 ± 0.60) and (3.85 ± 0.58 vs 4.14 ± 0.74) (p = 0.013). It is concluded that the learning of a serial skill is possible independently of the used practice: MP or DP. An important variable that deserves discussion in future investigations in tasks of this nature is feedback.

Abstract This study investigated the acquisition of a serial motor skill in individuals with Down syndrome with two levels of handicap, mild group (mean age = 14.5 years, SD = 2.3, 7 individuals) and moderate group (mean age = 15.2 years, SD = 3.2, 7 individuals). The task involved single-arm sequential movements to five. The measures to access performance were overall sequence error, reaction time, and total movement time. To evaluate action program, formation variability of sequencing and relative timing variability were considered. Although there was no clear practice effect, the results showed that the level of handicap led to different strategies to plan and control the actions. The moderate group presented a less stable action program expressed in the variability in sequencing and timing. Their longer reaction times also suggest a heavy demand on central processing in accord with the one-target advantage hypothesis and also due to memory deficits to select and plan movements.

Habilidades motoras são representadas de forma abstrata em programas de ação. Uma vez formados, esses programas constituem-se em módulos que minimizam as demandas de controle motor em tarefas complexas. O presente estudo investigou se há formação de módulos na aquisição de habilidades motoras em indivíduos normais e portadores da síndrome de Down. Participaram do estudo doze indivíduos divididos igualmente em três grupos (crianças, adultos e adultos portadores da síndrome de Down). Eles praticaram a reprodução manual de um padrão gráfico composto de cinco linhas retas, ao qual foi adicionado um novo padrão após 100 execuções. Os indivíduos portadores da síndrome de Down tiveram dificuldades para formarem módulos e seu desempenho foi similar ao das crianças. A ausência de modularidade no comportamento pode explicar as dificuldades motoras muitas vezes enfrentadas por indivíduos portadores da síndrome de Down.

Motor skills are represented as abstract form by action programs that once formed constitutes modules that ease the demand of motor control in complex tasks. The present study investigated whether modules are formed in the acquisition of motor skills in normal individuals and individuals with Down syndrome. Twelve individuals took part in the study, they were assigned equally to three groups: children, adults and adults with Down syndrome. They practiced the manual reproduction of a graphic pattern composed by five linear strokes that was added to another graphic pattern after 100 trials. Down syndrome individuals had difficult to form modules and their performance was similar to that of the children. The lack of modularity in the behavior of Down syndrome individuals may explain the difficulty they face many times while performing motor skills.