https://repositorio.uema.br/jspui/handle/123456789/4445 2026-09-21T20:51:12Z https://repositorio.uema.br/jspui/handle/123456789/6698 Título: Perfil hemodinâmico e nível de atividade física de professores do Ensino Médio da Rede Pública de São João dos Patos - MA Abstact: This study aimed to analyze the hemodynamic parameters and physical activity level of high school teachers in the public school system of São João dos Patos – MA. It was a cross-sectional, quantitative, and descriptive field study conducted with 40 teachers, 17 men (43%) and 23 women (57%), from three educational institutions in the municipality. Sociodemographic and anthropometric data, physical activity level using the International Physical Activity Questionnaire (IPAQ), and hemodynamic variables such as blood pressure (BP), heart rate (HR), heart rate variability (HRV), mean arterial pressure (MAP), double product (DP), and oxygen saturation (SaO2) were evaluated. Handgrip strength and cardiorespiratory fitness tests using the McArdle bench protocol were also performed. The results indicated that the general HRV parameters presented adequate values; however, there was a significant difference between the sexes in the LF and LF/HF variables, demonstrating a greater sympathetic predominance in men. Regarding physical activity levels, men showed a higher prevalence of active and very active individuals, while women showed a higher percentage of insufficiently active individuals, with a statistically significant difference between the groups. In blood pressure classification, women showed a higher frequency of optimal blood pressure, while men had higher values for pre-hypertension and stage 1 hypertension, although without significant differences. In physical tests, most participants presented normal handgrip strength, with no differences between the sexes. In the McArdle bench test, men showed a higher frequency in the excellent classification, also without significant differences. Regarding hemodynamic parameters, only SaO2 showed a significant difference between men and women, with higher values in females. MAP and double product did not show significant differences. It is concluded that the evaluated teachers presented satisfactory cardiovascular conditions, however, men demonstrated less favorable indicators related to cardiac autonomic modulation and blood pressure profile. These findings reinforce the importance of health promotion strategies and encouragement of regular physical activity in this population. 2026-07-01T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6697 Título: Frequência de participação nas aulas práticas de educação física nos anos finais no ensino fundamental em São João dos Patos-MA Abstact: School Physical Education plays a fundamental role in the integral development of students, contributing to physical, social, cognitive, and affective aspects. However, several factors may interfere with students' participation in practical classes, compromising the achievement of the educational objectives of the discipline. In this context, the present study aimed to investigate the frequency of students' participation in practical Physical Education classes, identify the factors that influence this participation, analyze students' perceptions regarding the importance of the discipline, and identify suggestions for improving the classes. This is a descriptive study with a quantitative approach, conducted with middle school students from a public school in the municipality of São João dos Patos, Maranhão, Brazil. The sample consisted of 41 students enrolled from the 6th to the 9th grade, selected through convenience sampling. Data collection was carried out through a questionnaire containing closed-ended and open-ended questions, and the data were analyzed using simple descriptive statistics. The results showed low participation in practical classes, since 56.1% of the students reported participating rarely or never. The main factor associated with low participation was scheduling conflicts, especially because the classes were offered outside regular school hours. Other factors identified included health problems, insecurity, and lack of interest. Among the suggestions for improvement, students highlighted changing class schedules, offering other sports modalities, and improving school infrastructure. Despite the difficulties identified, most students recognized the importance of Physical Education in the school context. It is concluded that organizational and structural factors significantly influence students' participation, making it necessary to adopt strategies that promote access, motivation, and engagement in practical Physical Education classes. 2026-07-03T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6696 Título: Fatores que influenciam o desenvolvimento motor de crianças entre 6 e 11 anos: uma revisão bibliográfica Abstact: Child motor development is a crucial process for growth and overall formation, influenced by biological, family, school, social, and environmental factors. Between the ages of 6 and 11, fundamental motor skills are refined, serving as the basis for daily activities, sports practice, and social interactions. This study aimed to understand, through scientific literature, the factors that influence motor development in children within this age group and their implications for integral development. The research is qualitative in nature and was conducted through a bibliographic review. Data collection involved searches in Google Scholar and SciELO using descriptors such as “motor development,” “fundamental motor skills,” “motor coordination,” and “childhood.” Initially, 24 studies were identified, with 2 duplicates excluded. After screening titles and abstracts, 15 studies were selected for full reading, resulting in 11 articles included in the final review. Inclusion criteria prioritized works published between 2016 and 2026, in Portuguese, with consistent scientific grounding and direct relevance to the topic. Exclusion criteria eliminated studies outside the defined period, lacking theoretical consistency, or not addressing motor development in children aged 6 to 11. The selected materials were analyzed through exploratory and interpretative reading, with information categorized by author, year, objectives, methodology, and results, enabling comparative analysis. Since this was a bibliographic review, no direct contact with human participants occurred, and ethical principles from Resolution No. 466/2012 of the Brazilian National Health Council were respected. Results revealed that motor development stems from the interaction between biological factors—such as growth, maturation, and motor learning—and environmental influences, including family, school, and social contexts. Physical Education was highlighted as essential in providing diverse motor experiences, while socioeconomic conditions, play activities, and access to stimulating environments significantly impacted motor performance. It is concluded that motor development depends not only on biological characteristics but also on the opportunities and experiences offered during childhood, reinforcing the importance of joint action by families, schools, and Physical Education professionals in promoting adequate motor experiences for children’s integral development. 2026-07-01T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6667 Título: A importância dos jogos e brincadeiras nos anos finais nas aulas de educação física na rede pública de São João dos Patos - MA Abstact: Games and play activities are important pedagogical resources in Physical Education classes, contributing to students' motor, cognitive, social, and emotional development. This study aimed to highlight the importance of games and play activities in lower secondary education (Elementary School II) in municipal schools of São João dos Patos, Maranhão, Brazil, seeking to understand how these activities are used by teachers, identify their contributions to student development, and evaluate their effectiveness as pedagogical resources. This field study adopted a descriptive and exploratory design with a quantitative approach and was conducted with seven Physical Education teachers from the municipal school system. Data were collected through a structured questionnaire containing questions related to the participants' professional profile, frequency of use of games and play activities, perceived benefits, and incorporation of these strategies into lesson planning. Data were analyzed using simple descriptive statistics. The results showed that all teachers use games and play activities in their classes and recognize their contribution to the holistic development of students. Most participants reported using these strategies two to three times per week, with cooperative and competitive games being the most frequently employed activities. Cognitive and motor aspects were the most frequently cited benefits of play-based activities, followed by social and emotional aspects. Furthermore, all teachers stated that games and play activities should receive greater recognition and appreciation within the school context. It is concluded that play-based activities are widely recognized as effective pedagogical tools, capable of making the teaching-learning process more dynamic, participatory, and meaningful, thus promoting the comprehensive development of students. 2026-07-02T00:00:00Z