Avaliação das dimensões relacional, emocional e física de jovens jogadores durante os jogos de pega-pega
Agências Suporte
- Ministerio de Ciencia, Innovación y Universidades, Programa Estatal de Generación de Conocimiento y Fortalecimiento Científico y Tecnológico del Sistema I D i (PGC2018-098742-B-C31)
Resumo
Grande parte dos jogos de pega-pega apresenta comunicações motoras instáveis entre os jogadores, ou seja, a comunicação motora (i.e. interações cooperativas, opostas ou neutras) varia durante o jogo devido à câmbio de papel. O ponto de vista holístico permite uma avaliação mais completa da experiência dos jogadores durante o jogo tradicional de pega-pega. Portanto, os objetivos do estudo foram apresentar e utilizar uma proposta para avaliar as dimensões relacional, emocional e física de jovens jogadores durante um jogo motriz. Vinte e dois jovens jogadores participaram do estudo. Os jogadores jogaram um jogo de pega-pega modificado por 10 minutos. A dimensão relacional foi avaliada por meio da metodologia observacional, analisando as contracomunicações entre o apanhador e o jogador contracomunicado. A dimensão emocional foi avaliada por meio da escala BECS de prazer e competência percebida. A avaliação da dimensão física foi realizada diferenciando os papéis motrices através da medição da Distância Total percorrida por segundo. A análise relacional forneceu pistas sobre as relações sociais do grupo de participantes. Os altos níveis de prazer (4.4 ± 0.6) e competência percebida (4.0 ± 0.6) declarados pelos jogadores sugerem a utilização do tradicional jogo de pega-pega durante as sessões de Educação Física e treinamento esportivo. Aquele que o apanha percorreu uma distância significativamente maior (p= .00; Tamanho do Efeito= 1.53 – 2.76) do que o restante dos jogadores, sugerindo que a avaliação da dimensão física deve ser realizada diferenciando os papéis motrices. A avaliação da experiência de jovens jogadores durante os jogos motrices de um ponto de vista holístico e diferenciado por papéis pode ajudar a otimizar a intervenção pedagógica.
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