Efeito do estímulo às relações interpessoais na aprendizagem de uma tarefa motora

Abstract

The classroom is a perfect micro system, where the teacher interferes in the students training through the manipulation of learning variables and interpersonal relations (SCHILD 1999). The present study is characterized as an experimental study that had the objective of verifying the effect of interpersonal relations on the learning of a motor task in adolescents. The sample was intentionally made of 72 students from a school in Pelotas-RS, divided into two groups: G1 and G2. As treatment of the independent variable, G1 was motivated to interpersonal relations through observation dyads and team action guided by the teacher, while G2 was not. To verify the learning, pre and post tests were performed, using as a tool a Matrix Analysis of Long Jump. The results of the intragroup analysis showed that learning occurred in G1 and G2, with level of significance of p<0,001. The intergroup analysis showed that there was no significant difference between learning scores, allowing concluding that the stimulus to interpersonal relations did not interfere on learning