Exercício físico baseado em pausas ativas na função cognitiva e competência matemática em estudantes de graduação
DOI:
https://doi.org/10.47197/retos.v45i0.92669Palavras-chave:
Pausas Ativas; atenção; exercício; estudantes de graduação; D2; competência matemática; atividade físicaResumo
Uma revisão da literatura demonstrou o impacto dos intervalos ativos (AB) na cognição e no desempenho acadêmico dos alunos. Apesar das evidências, os alunos de graduação parecem permanecer passivos durante as aulas, pois o ensino é majoritariamente tradicional e gira em torno do professor. Para romper com essa tendência no contexto universitário, incluímos pausas para atividade física (AF) durante as aulas. Este estudo teve como objetivo observar o efeito agudo da AB na atenção e competência matemática dos alunos. Um total de 25 estudantes de graduação (Mage = 23,36, SD = 1,98) participaram deste estudo e realizaram uma intervenção em duas condições: i) condição controle e ii) condição de pausa ativa. Os resultados revelaram que após receber um AB (15 minutos) de intensidade moderada a atenção dos alunos melhorou. Mais especificamente, os participantes foram mais rápidos em D2 e seus resultados em tarefas matemáticas melhoraram.
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