Autonomous fundamental motor skills in the school environment: a cross-sectional study

Anderson  Dos Santos Carvalho; Leonardo Santos Lopes da Silva; Pedro  Pugliesi Abdalla; Nilo  César Ramos; Jorge Mota; Dalmo  Roberto Lopes Machado

doi:10.6063/motricidade.24245

Autonomous fundamental motor skills in the school environment: a cross-sectional study

Autores/as

Anderson Dos Santos Carvalho Paulista University
Leonardo Santos Lopes da Silva University of São Paulo https://orcid.org/0000-0001-7028-1352
Pedro Pugliesi Abdalla Faculty of Sports of University of Oporto https://orcid.org/0000-0002-7490-9466
Nilo César Ramos Coastal Carolina University https://orcid.org/0000-0002-0712-0553
Jorge Mota Faculdade de Desporto da Universidade do Porto https://orcid.org/0000-0001-7571-9181
Dalmo Roberto Lopes Machado University of São Paulo https://orcid.org/0000-0001-7327-0800

DOI:

https://doi.org/10.6063/motricidade.24245

Palabras clave:

Autonomous fundamental motor skills, Motor development, School, Physical education

Resumen

Autonomous fundamental motor skills (A_FMS) are understood as movements practiced in a spontaneous, voluntary manner, without any instruction or command. The aim of the study was to compare the frequency of occurrence and the quality of performance of A_FMS in children during recess and Physical Education (PE) classes. Elementary school students (n=148) from a private school were observed during recess and PE classes and had their A_FMS classified by stages (initial; elementary-emergent; proficient). All A_FMS were identified in recess and PE classes, except jump. Most skills were classified in the elementary-emergent stage and were slightly more frequent during PE classes, both in the locomotor (27% vs 23%) and manipulative (31% vs 13%) categories. The frequency of occurrence of A_FMS was low and the classification showed poor quality at all times observed. Recess was statistically (p < 0.05) less favourable for motor development in 60% of A_FMS. The low frequency of A_FMS, especially during recess, and poor classification of motor repertoire suggest the need for measures to reverse the motor deficit in the school environment. Strategies are needed to promote A_FMS in the school context so that they are more diverse and challenging.

Keywords: Autonomous fundamental motor skills, Motor development, School, Physical education.

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Publicado

2022-03-30

Cómo citar

Dos Santos Carvalho, A., Santos Lopes da Silva, L., Pugliesi Abdalla, P., César Ramos, N., Mota, J., & Roberto Lopes Machado, D. (2022). Autonomous fundamental motor skills in the school environment: a cross-sectional study. Motricidade, 18(1), 31–38. https://doi.org/10.6063/motricidade.24245

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Número

Vol. 18 Núm. 1 (2022): Motricidade

Sección

Original Article

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