Papers by Eric Leal Avigo
AT A GLANCE Nine-year-old children showed fundamental motor skill proficiency superior than 6-yea... more AT A GLANCE Nine-year-old children showed fundamental motor skill proficiency superior than 6-year-old children; The Brazilian children tested, ages 6- and 9-year-old, showed delayed fundamental motor skill proficiency compared to the TGMD- 2 normative data for these age groups; Fundamental motor skill proficiency delay was greater in the older age group; BACKGROUND: Studies have indicated that Brazilian children are failing to meet expected proficiency, regarding the chronological age, in performing gross motor skills. AIM: The aim was to verify the proficiency of fundamental motor skills of 6- and 9-year-old children from a public school in the city of Sao Paulo. METHOD: Eighty-two children were selected from the first and fourth Elementary School year, 40 children from the first (6.6 year-old, 20 boys and 20 girls) and 42 children from the fourth year (9.2 year-old, 21 boys and 21 girls). Children were videotaped performing the Test of Gross Motor Development, locomotor and objec...
Brazilian Journal of Motor Behavior, 2019
BACKGROUND: Previous studies have confirmed that there is a developmental delay in the fundamenta... more BACKGROUND: Previous studies have confirmed that there is a developmental delay in the fundamental motor skills (FMS) of Brazilian children based on various samples. However, none of these previous studies included a comprehensive and direct diagnosis of motor competence levels of children in the urban areas of Brazil, which tend to encompass a wide range of socioeconomic and cultural environments. AIM: The purpose of this study was to directly assess children’s FMS competence levels in the city of São Paulo, Brazil. METHOD: Three hundred and eighty-three children (ages 6, 8, and 10) from elementary schools in all five geographic regions of São Paulo participated in this study. The FMS of children were assessed using the Test of Gross Motor Development-Second Edition. RESULTS: The results indicated that children from all five geographic areas of São Paulo demonstrated low competence levels (below the 15th percentile) across all FMS. Moreover, the observed motor competence deficit in...
Advances in Physical Education, 2012
Skill development is influenced by many factors and, among many, opportunity of practice and appr... more Skill development is influenced by many factors and, among many, opportunity of practice and appropriate instruction provided by teacher might be considered as key elements but still need to be empirically investigated. Therefore, the purpose of this study was to compare gross motor development of young children enrolled in physical education, provided by a specialist teacher, and children enrolled in recreational activities, provided by a regular teacher, in kindergarten. Fifty children were divided into two groups: 25 children (age of 5.3 ± 0.3 years) constituted the physical education (PE) group and received activities, once a week, ministered by a physical education teacher; 25 children (age of 5.2 ± 0.4 years) constituted the recreational (RE) group and received activities, also once a week, supervised by a classroom teacher. All these children were evaluated performing the locomotor and object control subtests of Test of Gross Motor Development (TGMD-2) at the beginning and at the end of the school year. Performance of both subtests were scored, according to the performance criteria of TGMD-2, by three experimenters, obtaining the raw skill score and the equivalent motor age for each subtest. Results revealed that both children's groups showed similar raw skill score and equivalent motor age before enrollment in any activities, at the beginning of the year. Differently, after enrolment in the respective activities, PE children showed higher raw skill score and equivalent motor age than RE children. These results demonstrated that regular physical education, composed by structured practice, ministered by a specialist promote gross motor development of children even at young age such as in kindergarten.
Motriz: Revista de Educação Física, 2013
O objetivo deste estudo foi verificar os efeitos de diferentes contextos no desenvolvimento das h... more O objetivo deste estudo foi verificar os efeitos de diferentes contextos no desenvolvimento das habilidades motoras fundamentais e no crescimento somático de crianças no ensino infantil. Participaram deste estudo 50 crianças: 25 tiveram educação física com um professor da área e 25 crianças tiveram atividades com o professor responsável pela turma. Crianças foram avaliadas no início e final do ano letivo quanto a dados antropométricos, dobras cutâneas, medidas de atividade física e realizaram os subtestes do TGMD-2. No início do ano letivo, nenhuma diferença foi observada entre os grupos. No final do ano letivo, crianças que tiveram atividades com o professor da sala apresentaram redução no nível de atividade física, enquanto que crianças com educação física com o professor especialista apresentaram manutenção no nível de atividade física e melhor desenvolvimento das habilidades motoras. O envolvimento em diferentes contextos de aulas de educação física não é suficiente para promove...
Revista da Educação Física/UEM, 2011
O objetivo deste estudo foi verificar o desenvolvimento de habilidades motoras fundamentais em cr... more O objetivo deste estudo foi verificar o desenvolvimento de habilidades motoras fundamentais em crianças que cursaram o Ensino Fundamental I em contextos escolares diferentes. Foram escolhidas aleatoriamente quinze crianças de uma escola pública (CEPub) e 15 de uma escola particular (CEPar), todas matriculadas no 5º ano do Ensino Fundamental I. As crianças da CEPar tiveram, ao longo das primeiras quatro séries do Ensino Fundamental I, aulas de Educação Física com profissional da área, enquanto as do grupo CEPub tiveram atividades com professor da grade regular, sem formação em Educação Física. Todas as crianças foram filmadas realizando os subtestes Locomotor e Controle de Objeto do Test of Gross Motor Development, tendo-se obtido o valor bruto e a idade motora equivalente. MANOVAs indicaram valores brutos e idade motora equivalente inferiores para o grupo CEPub quando comparados com os valores do grupo CEPar. Finalmente, testes t não indicaram diferença entre idade motora equivalente e idade cronológica para o grupo de CEPar, porém indicaram idade motora equivalente inferior à idade cronológica para o grupo de CEPub, no subteste Controle de Objeto. Esses resultados indicam que o contexto escolar influencia o curso de desenvolvimento motor de crianças.
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Papers by Eric Leal Avigo