Efeitos da Intervenção Cognitivo-Motora Selecionada sobre o Nível de Literacia Física e Funções Executivas de Meninas sobre o Transtorno de Déficit de Atenção/Hiperatividade: Um Estudo de Acompanhamento de Um Mês
Resumo
O objetivo do presente estudo foi investigar a eficácia da intervenção cognitivo-motora selecionada no nível de Literacia Física (PL) e funções executivas de meninas com transtorno de déficit de atenção/hiperatividade (TDAH) com um plano de acompanhamento de um mês. A população foi composta por 30 meninas meninas com TDAH, todas de Yazd, as quais (15 participantes por grupo, experimental e controlo) foram selecionadas com base nos critérios do DSM-V. Enquanto o grupo controlo não foi exposto a nenhum tratamento e apenas continuou trabalhando normalmente, o grupo experimental participou de 18 sessões do programa cognitivo-motor (3 sessões/semena). Para avaliar a PL, foi utilizado o Canadian Assessment of Physical Literacy Second Edition (CAPL-2), e para a função executiva o Continuous Performance Test (atenção sustentada) e a tarefa de Computer Mapping of the Tower of London (planeamento motor). A análise dos dados também foi realizada por meio do teste de análise de variância mista com medida repetida e um t test de amsotras independentes com nível de significância p≤.05. De acordo com os resultados, o grupo experimental demonstrou melhor desempenho em PL e funções executivas (atenção sustentada e planeamento motor) no pós-teste do que no pré-teste. Já no grupo controlo não frami observadas diferenças significativas entre as etapas do teste. A comparação dos grupos evidenciou que o grupo experimental teve melhor desempenho do que o grupo controlo na alfabetização física, atenção sustentada e planeamento motor. Portanto, a intervenção cognitivo-motora pode ser usada para desenvolver a PL e as funções executivas de meninas com TDAH.
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