Foco interno de atenção diminui aprendizagem motora dos adolescentes

Autores

  • Fabio Flôres 1 Centro de Investigação em Educação e Psicologia (CIEP), Universidade de Évora, Évora, Portugal 2 Comprehensive Health Research Centre (CHRC), Universidade de Évora, Évora, Portugal 3 Escola de Ciências Sociais, Universidade de Évora, Portugal https://orcid.org/0000-0003-3469-3725
  • Inês Dias 4 Instituto Piaget de Almada, Almada, Portugal
  • Teresa Padilha 4 Instituto Piaget de Almada, Almada, Portugal
  • Ricardo Drews 5 Faculdade de Educação Física e Fisioterapia, Universidade Federal de Uberlândia, Uberlândia - MG, Brazil 6 Centro de Educação Física e Desportos, Universidade Federal de Santa Maria, Santa Maria – RS, Brazil https://orcid.org/0000-0003-3121-0134
  • Evi Verbeque 7 Research Rehabilitation Center, Faculty of Rehabilitation Sciences, Hasselt University, Hasselt, Belgium https://orcid.org/0000-0001-8116-1620
  • Denise Paschoal Soares Liberal Arts Department, American University of the Middle East, 54200, Egaila, Kuwait https://orcid.org/0000-0002-1632-7687
  • Suzete chiviacowsky 9 Escola Superior de Educação Física, Universidade Federal de Pelotas, Pelotas – , Brazil https://orcid.org/0000-0002-3641-0779
  • Priscila Cardozo 9 Escola Superior de Educação Física, Universidade Federal de Pelotas, Pelotas – , Brazil https://orcid.org/0000-0002-9488-9597

DOI:

https://doi.org/10.47197/retos.v69.114334

Palavras-chave:

Foco externo, Instrução, Comportamento motor, Teoria ÓTIMA

Resumo

Introdução: A aquisição de competências motoras é influenciada por fatores motivacionais e atencionais. Entre eles, o foco de atenção — interno ou externo — desempenha um papel fundamental no desempenho e na aprendizagem. Este estudo examinou os efeitos de diferentes focos de atenção na aprendizagem de uma habilidade motora em adolescentes.
Métodos: Setenta e sete adolescentes (M = 16,5 anos, DP = 1,4), de ambos os sexos, realizaram uma tarefa de Tempo de Resposta. Após um pré-teste, os participantes completaram 16 ensaios de prática e foram alocados a um de quatro grupos: foco interno (atenção aos movimentos dos braços), foco externo proximal (atenção às luzes), foco externo distal (atenção ao cone verde) ou um grupo de controlo (sem instruções de atenção). Vinte e quatro horas depois, foram realizados os testes de retenção e transferência (três ensaios cada), este último envolvendo uma alteração da cor do estímulo luminoso. Resultados: O grupo de foco interno apresentou um desempenho significativamente pior do que os grupos de foco externo proximal e distal e o grupo de controlo durante a prática, retenção e transferência.
Discussão: Um foco interno pode prejudicar a aprendizagem motora, interferindo com os processos automáticos. Em contraste, um foco externo promove uma aprendizagem mais eficiente.
Conclusão: Promover um foco externo de atenção melhora a aprendizagem de competências motoras nos adolescentes, enquanto um foco interno pode ser prejudicial. Estes achados são relevantes para contextos educativos e desportivos.

 

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Publicado

2025-06-14

Como Citar

Flôres, F., Dias, I., Padilha, T., Drews, R., Verbeque, E., Paschoal Soares, D., … Cardozo, P. (2025). Foco interno de atenção diminui aprendizagem motora dos adolescentes. Retos, 69, 193–202. https://doi.org/10.47197/retos.v69.114334

Edição

Vol. 69 (2025)

Secção

Artigos de caráter científico: trabalhos de pesquisas básicas e/ou aplicadas.

Licença

Direitos de Autor (c) 2025 Fabio Flôres, Inês Dias, Teresa Padilha, Ricardo Drews, Evi Verbeque, Denise Paschoal Soares, Suzete Chiviacowsky, Priscila Cardozo

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