El efecto de un programa estructurado de iniciación a la lucha en las capacidades físicas, la atención visual y el rendimiento escolar en niños de enseñanza primaria

Silva, Harrison Vinícius Amaral da; Nascimento, Tárcio Amancio do; Lima, Tatiane Melo de; Costa, André dos Santos

doi:10.1016/j.rbce.2018.04.012

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Original article • Rev. Bras. Ciênc. Esporte 41 (2) • Apr-Jun 2019 • https://doi.org/10.1016/j.rbce.2018.04.012 copiar

El efecto de un programa estructurado de iniciación a la lucha en las capacidades físicas, la atención visual y el rendimiento escolar en niños de enseñanza primaria

Autoría SCIMAGO INSTITUTIONS RANKINGS

Resumen

Objetivo

Comprobar el efecto de un programa de iniciación a la lucha (PIL) en aspectos psicobiológicos en niños de enseñanza primaria.

Métodos

Un estudio cuasi-experimental, con 52 niños divididos en dos grupos: control (GC, n = 26, que no participó en el PIL) y de intervención (GI, n = 26, que participó en el PIL). El PIL se basó en juegos infantiles de oposición con aspectos de la lucha. Se utilizó el programa TAVIS-4 (Evaluación de la Atención Visual), el TDE (Prueba de Desempeño Escolar) y la batería PROESP-BR (Evaluación de las Capacidades Físicas).

Resultados

Se observaron diferencias importantes en las capacidades físicas, atención visual y desempeño escolar.

Conclusión

El PIL parece fomentar aspectos del desarrollo del niño.

Palabras clave
Niño; Cognición; Educación física; Desarrollo infantil

CHILDREN GAMES AND OPPOSITION GAMES	SESSIONS
BALANCE; VELOCITY AND AGILITY	6
DODGE; GRAB; OBJECTS AND TERRITORY CONQUERING	6
RETENTION; IMOBILIZATION; RESISTANCE AND STERENGTH	6
MIXED ACTIVITES FROM ALL CONTENTS	6
TOTAL	24

	Control	Intervention	Independent T test
	n = 26	n = 26	T value	p value
Age, years	10.54 (0.21)	9.85 (0.19)	-2.405	0.02^* * Statistic significant difference between groups (p < 0.05). Results expressed in AVERAGE (SE).
BMI, kg/m ²	18.59 (0.78)	18.78 (0.68)	0.183	0.85
Eutrophic, percentage	15 (57.7)	14 (53.8)	-	-
Overweight, percentage	10 (38.5)	9 (34.6)	-	-
Obese, percentage	1 (3.8)	3 (11.5)	-	-
Gender, ♂/♀, percentage	10 (38.5)/16 (61.5)	15 (57.7)/11 (42.3)	-	-
Sexual maturation, percentage
Pre-puberty (Stage 1 and 2)	7 (26.9)/7 (26.9)	10 (38.5)/7 (26.9)	-	-
Puberty (Stages 3)	12 (46.2)	4 (15.4)/3 (11.5)	-	-
Post-puberty (Stage 4 and 5)	-	1(3.8)	-	-
Videogame, min	104.42 (18.83)	111.92 (15.34)	0.309	0.75
3DPAR, min	70.0 (8.41)	66.92 (11.68)	-0.214	0.83
Sedentary, percentage	12 (46.2)	13 (50)	-	-
Physically active, percentage	14 (53.8)	13 (50)	-	-

	Control (n = 26)		Intervention (n = 26)
	Pre	Post	Pre	Post
Aerobic fitness (m)	572.31 (13.74)	552.04 (17.03)	587.58 (16.14)	571.54 (14.44)
Agility (s)	7.45 (0.117)	7.27 (0.111)	7.69 (0.178)	7.15 (0.133)^* * Significant difference to time effect - Pre vs. Post (Willcoxon Test), p < 0.05. Results expressed in AVERAGE (SE).
Velocity (20 m test; seconds)	4.01 (0.076)	4.17 (0.070)	4.38 (0.097)	4.12 (0.085)^* * Significant difference to time effect - Pre vs. Post (Willcoxon Test), p < 0.05. Results expressed in AVERAGE (SE).

	Control (n = 26)		Intervention (n = 26)
	Pre	Post	Pre	Post
Visual attention
Selective attention
MRT(T/S)	0.55 (0.01)	0.52 (0.02)	0.56 (0.01)	0.56 (0.01)
EO(N.E)	3.31 (1.01)	4.38 (1.14)	2.65 (0.73)	2.12 (0.59)
EA(N.E)	7.15 (1.19)	6.42 (1.24)	8.81 (1.24)	4.69 (0.77)^* * Significant difference to time effect - Pre vs. Post (Willcoxon Test), p < 0.05. Results expressed in AVERAGE (SE). EA, errors for action; EO, errors by omission; MRT, mean reaction time; N.E, number of errors; N.H, number of hits; T/S, tenth of a second.
Alternated attention
MRT(T/S)	0.63 (0.03)	0.66 (0.01)	0.63 (0.03)	0.59 (0.03)
EO(N.E)	2.24 (0.42)	2.62 (0.49)	2.24 (0.56)	1.64 (0.34)
EA(N.E)	6.12 (1.40)	3.81 (0.51)	6.48 (1.10)	2.48 (0.50)^* * Significant difference to time effect - Pre vs. Post (Willcoxon Test), p < 0.05. Results expressed in AVERAGE (SE). EA, errors for action; EO, errors by omission; MRT, mean reaction time; N.E, number of errors; N.H, number of hits; T/S, tenth of a second.
Sustained attention
MRT(T/S)	0.59 (0.02)	0.66 (0.03)^* * Significant difference to time effect - Pre vs. Post (Willcoxon Test), p < 0.05. Results expressed in AVERAGE (SE). EA, errors for action; EO, errors by omission; MRT, mean reaction time; N.E, number of errors; N.H, number of hits; T/S, tenth of a second.	0.58 (0.01)	0.62 (0.02)
EO(N.E)	0.12 (0.08)	0.04 (0.03)	0.15 (0.12)	0.31 (0.14)
EA(N.E)	2.88 (1.20)	2.92 (0.60)	1.96 (0.40)	1.62 (0.28)
Scholar performance
Writing (N.H)	16.65 (1.78)	17.85 (1.08)	13.12 (1.32)	13.27 (1.28)
Arithmetic (N.H)	14.15 (1.05)	15.19 (0.83)	11.73 (0.67)	12.85 (0.65)
Reading (N.H)	58.5 (1.99)	59.23 (2.65)	56.19 (2.61)	60.38 (1.47)^* * Significant difference to time effect - Pre vs. Post (Willcoxon Test), p < 0.05. Results expressed in AVERAGE (SE). EA, errors for action; EO, errors by omission; MRT, mean reaction time; N.E, number of errors; N.H, number of hits; T/S, tenth of a second.
General score (N.H)	89.31 (4.06)	92.27 (4.46)^* * Significant difference to time effect - Pre vs. Post (Willcoxon Test), p < 0.05. Results expressed in AVERAGE (SE). EA, errors for action; EO, errors by omission; MRT, mean reaction time; N.E, number of errors; N.H, number of hits; T/S, tenth of a second.	81.04 (3.89)	86.46 (2.86)

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E-mail: rbceonline@gmail.com

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[1] ∗ Corresponding author. E-mail:harrison.silva@ufpe.br (H.V. Silva).