A relação da educação física escolar e desenvolvimento motor das crianças

Abstract

School Physical Education is understood as a foundation for the practice of bodily cognition, employing movement to promote growth in students’ educational and motor processes, which they can subsequently learn and reproduce based on the acquired knowledge. The aim of this study was to evaluate the relationship between school physical education and the motor development of children attending public schools in São João dos Patos – MA, correlating the results obtained, comparing these results between sexes, and verifying the influence of school physical education on children’s motor development. The research adopted a field approach with a descriptive character, conducted in two public schools in the municipality of São João dos Patos – MA, located in both rural and urban areas. The study involved 20 students, with 15 from Escola Municipal Professor João Câncio (9 girls and 6 boys) and 5 from Escola Municipal João Aleixo Rodrigues da Silva (4 girls). Data were collected using Francisco Rosa Neto’s Motor Development Scale, which encompasses seven categories, such as Gross Motor Skills, Balance, Body Schema, Temporal Organization, and Laterality. The test was administered at two points in time: initially, to assess the students’ level of motor development, and, after one month, the test was reapplied to verify possible improvements. In the initial tests, results were obtained for both boys and girls: within the average normal range, there were 7 (53.8%) children aged 6, 1 (33.4%) aged 8, and 2 (66.6%) aged 9. In the high normal range, there was only 1 (7.6%) child aged 6, and in the superior range, 1 (7.6%) child aged 6. No results were recorded in the very superior or very inferior ranges. In the second test, also conducted with boys and girls, within the average normal range, there were 4 (30.7%) children aged 6, 2 (66.6%) aged 7, and 2 (66%) aged 9. In the high normal range, there were 4 (30.7%) children aged 6, 1 (33.4%) aged 8, and 1 (33.4%) aged 9. In the superior range, there were only 2 (15.3%) children aged 6. It can be observed that in the second test, significant results were presented between boys and girls, with girls achieving better results in the high normal variable