Efeito do número e nível de intensidade das aulas de Educação Física sobre a função cognitiva e o desempenho acadêmico de alunos do ensino fundamental.

Abstract

The practice of physical activity and physical exercise promotes benefits for the neuropsychological and mental health. Studies show that the participation in physical education (PE) classes and physical activity in general has a positive relationship with the improvement of cognitive function and academic performance. The objective of this study was to verify the effect of number and intensity of PE classes on the academic performance and cognitive function in children and adolescents of municipal schools of the city of Pelotas, RS. Intervention Study with duration of 9 weeks. The sample was composed of 3 schools in the municipal network, being one with three physical education classes and one with two lessons on different days of the week and one with two classes on the same day. Research participants were 100 students of the 6th year, these 52 allocated to the intervention group and 48 students in the control group. The cognitive function was evaluated by the Stroop Test and academic performance through the final note of students in disciplines of English, mathematics and science. The intervention was aimed at making students stay most of the time the lesson in moderate and vigorous physical activities, the strategies used were: activities in small groups, circuits, mini-games, as well as activities involving runs and walks. The lessons were taught by the researchers responsible for the study, the control group had no change in classes. The results showed that were not reaching the goals of increasing the intensity of the classes in the intervention group, however, after 9 weeks of study to school with 3 physical education classes maintained the performance, since the schools with two lessons a week and two classes in the day decreased academic performance. With regard to cognitive function, on condition color/word (Stroop Effect) there was a significant difference of pre and post (p<0.001), in three schools in the intervention group improved significantly compared to the control group. It is concluded that a greater number of Physical Education classes during the week is not detrimental to the academic performance and cognitive development of children and adolescents.