Mover-se melhor para se mover mais: uma revisão sistemática das pedagogias escolares para as competências motoras fundamentais em crianças do ensino primário
DOI:
https://doi.org/10.47197/retos.v82.119588Palavras-chave:
Habilidades motoras fundamentais, educação primária, planeamento instrucional, integração movimento-mentoResumo
Introdução. As competências motoras fundamentais (HMF) são uma base importante para a atividade física, literacia física, participação em desporto, aptidão física e desenvolvimento saudável nas crianças. No entanto, a pedagogia das HMF nas escolas primárias é tão diversa que é necessária uma síntese para identificar as abordagens mais consistentes para apoiar o desenvolvimento motor infantil.
Objetivo. Esta revisão sistemática visa sintetizar as evidências mais recentes sobre a pedagogia escolar e relacionada com a escola, com foco na HMF, competências motoras amplas, competência motora, coordenação, atividade física, aptidão física e resultados da implementação em crianças do ensino primário.
Fontes de dados. As bases de dados Scopus e Web of Science foram utilizadas como fontes primárias, com uma estratégia de pesquisa booleana combinando os termos HMF ou competências motoras amplas, ensino primário, intervenção escolar, pedagogia, instrução e educação física.
Critérios de elegibilidade. Foram incluídos estudos publicados entre 2021 e 2025 que envolveram crianças do ensino primário, professores, famílias ou ambientes escolares e que reportaram resultados motores, de atividade física, de aptidão física, psicossociais ou de implementação.
Métodos de avaliação e síntese. O processo de seleção seguiu a estrutura PRISMA. Foram identificados 214 registos e incluídos 26 relatórios. Os dados foram extraídos com base no desenho do estudo, amostra, intervenção, tamanho da amostra, principais achados e domínios de evidência. Devido à heterogeneidade dos estudos, foi utilizada a síntese narrativa.
Resultados: As atividades rítmicas, a educação física interdisciplinar, as BRAINballs, os jogos tradicionais, os Cartões de Atividade Física, a natação, a realidade aumentada e os exergames demonstraram, de um modo geral, um impacto positivo nas capacidades motoras e no condicionamento físico. A implementação foi influenciada pela competência do professor, feedback, recursos, liderança e apoio escolar.
Conclusão: O desenvolvimento das competências motoras fundamentais (HMF) é mais eficaz quando as escolas oferecem prática específica de competências, pedagogia envolvente, avaliações válidas e apoio contínuo à implementação.
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Direitos de Autor (c) 2026 Andi Anshari Bausad, Heny Setyawati, Harry Pramono, Mugiyo Hartono, Arif Yanuar Musrifin, Aba Sandi Prayoga, Khoirul Anwar
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