Efeitos psicológicos dos diferentes tipos de pausas ativas durante as aulas universitárias
DOI:
https://doi.org/10.47197/retos.v82.117892Palavras-chave:
Atenção, fadiga mental, humor, motivação, estudantes universitáriosResumo
Introdução: Apesar das evidências que comprovam os benefícios das pausas ativas, a investigação com estudantes universitários é limitada.
Objectivo: Analisar o impacto das diferentes modalidades de pausas activas na motivação, atenção, humor e fadiga mental em estudantes universitários.
Metodologia: Foi utilizado um desenho quase-experimental com medidas repetidas, pré e pós-teste, com estudantes de licenciatura (média = 19,86 anos, DP = 1,62). Ao longo de 10 semanas, foram realizadas sessões com ou sem pausas ativas (3–5 min) utilizando quatro modalidades: jogos, ioga, HIIT e dança. As variáveis foram avaliadas através de escalas visuais analógicas em três momentos por sessão e analisadas com modelos lineares de efeitos mistos e comparações post-hoc de Bonferroni.
Resultados: Foram encontradas interações significativas entre a Condição e o Tempo para a motivação (p < 0,001), atenção (p < 0,001) e fadiga mental (p = 0,003). Em comparação com o repouso passivo, a dança melhorou a motivação, a atenção e reduziu a fadiga a meio da aula, mantendo níveis elevados de atenção no final. Os jogos aumentaram a motivação e a atenção tanto a meio como no final da sessão. O ioga aumentou a motivação e a atenção a meio da aula, enquanto o HIIT aumentou a motivação apenas nesse momento. Não se verificaram diferenças significativas no humor entre modalidades ou por género.
Conclusão: As pausas ativas induzem efeitos agudos favoráveis na motivação, atenção e fadiga mental em estudantes universitários. Apesar das variações nos padrões de resultados entre as modalidades, nenhuma se revelou estatisticamente superior às restantes.
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Direitos de Autor (c) 2026 Josep Vidal-Conti, Aina M Galmes-Panades, Olalla García-Taibo
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