Melhorar os resultados académicos através de atividades físicas acessíveis para alunos com deficiência
DOI:
https://doi.org/10.47197/retos.v67.113639Palavras-chave:
Barreiras institucionais, Educação inclusiva, Estudo longitudinal, Desempenho académicoResumo
Introdução: Uma proporção significativa de estudos com incapacidade não atinge os níveis de atividade física recomendados, o que pode afetar níveis tanto no seu desempenho académico como no seu bem-estar geral. Apesar da sua relevância, a relação entre a atividade física e os resultados académicos nesta população tem sido escassamente explorada.
Objectivo: Este estudo tem como objectivo investigar a influência dos níveis de actividade física recomendados no desempenho académico dos alunos com deficiência, bem como identificar as principais barreiras que dificultam a sua participação no exercício regular.
Metodologia: Foi realizado um estudo longitudinal prospetivo com a participação de 120 estudantes com deficiência de quatro universidades. Os níveis de atividade física foram avaliados através do Custionário de Atividade Física para Pessoas com Deficiência, e as barras são identificadas mediantemente o Custionário de Barreiras para a Atividade Física. O desempenho académico foi mediado através do programa de qualificações e da frequência de exames repetidos.
Resultados: O estúdio revelou uma correlação positiva moderada entre os níveis de atividade física e o desempenho académico. Os estudantes altamente activos obtiveram resultados significativamente mais elevados (4,1 face a 3,4) em comparação com os seus pares menos activos. As barras foram reportadas com maior frequência para as atividades físicas que forçaram as organizações (87,5%) e as institucionais (72,9%).
Discussão: Os resultados são coerentes com a literatura existente que traz benefícios académicos e de saúde para a atividade física regular nos estudantes. No entanto, este estúdio propõe-se a manifestar os desafios específicos que os alunos com deficiência enfrentam e que exigem intervenções focalizadas.
Conclusões: Os hallaz-gos evidenciam a necessidade de desenvolver programas integrais que fomentem a atividade física entre os alunos com deficiência, considerando as barreiras identificadas.
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Direitos de Autor (c) 2025 Gulzam Abilkassimova, Nurlan Baigabylov, Oxana Chernova, Aleksandr Litvinov, Elena Koneeva
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