Efeitos de diferentes modelos de treino físico na preparação física na educação física escolar
DOI:
https://doi.org/10.47197/retos.v78.118757Palavras-chave:
Adolescentes, aptidão física, modelos de treino, educação física, treino combinadoResumo
Introdução: A aptidão física é fundamental para a educação física nas escolas; no entanto, existe heterogeneidade na eficácia dos diferentes modelos de treino para a aptidão física dos adolescentes, com poucas comparações empíricas em contextos educacionais reais.
Objectivo: Este estudo comparou os efeitos do treino intervalado de alta intensidade (HIIT), do treino de resistência, do treino combinado aeróbio-resistente e do treino em circuito na aptidão física multidimensional de alunos do ensino básico II e secundário.
Metodologia: Um estudo quase-experimental paralelo de 12 semanas incluiu 156 adolescentes dos 13 aos 16 anos, aleatoriamente alocados a quatro grupos de intervenção e um grupo de controlo (n=39 em cada). A aptidão física foi avaliada através de testes de aptidão cardiorrespiratória, força, resistência, velocidade-agilidade e flexibilidade. Os dados foram analisados utilizando ANOVA de medidas repetidas, testes post-hoc de Bonferroni e cálculos do tamanho do efeito.
Resultados: Foram observadas interações significativas entre o tempo e o grupo para todas as variáveis (p < 0,001, η²p = 0,18–0,34). O treino intervalado de alta intensidade (HIIT) produziu as maiores melhorias na aptidão cardiorrespiratória (ΔVO₂máx = +4,2 ml·kg⁻¹·min⁻¹, d = 1,15). O treino de resistência maximizou o desenvolvimento de força e potência (d = 0,91–0,98). O treino em circuito demonstrou uma resistência muscular superior (d = 0,96–1,02) e melhorias na velocidade e agilidade (d = 0,87). O treino combinado resultou nas adaptações mais equilibradas em todos os domínios (d médio = 0,82, DP = 0,09). Os participantes pós-púberes apresentaram ganhos de força significativamente mais elevados em todos os modelos (p < 0,05).
Discussão: Os achados confirmaram adaptações fisiológicas específicas para cada domínio nos diferentes modelos de treino, consistentes com a literatura sobre a especificidade do treino. Os resultados realçaram a importância de estratégias de treino personalizadas para alcançar resultados físicos específicos na educação.
Conclusão: Diferentes modelos de treino produzem benefícios específicos de desempenho. Por conseguinte, as escolas devem implementar programas de treino físico estruturados, periodizados e orientados para os resultados, sendo que as abordagens combinadas e baseadas em circuitos oferecem o desenvolvimento físico mais abrangente.
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