Efeito de intervenções baseadas em atividades físicas sobre os níveis de competência motora em crianças e adolescentes: o estado da arte

Abstract

Evidence indicates that levels of physical activity are positively associated with levels of motor competence in children and adolescents. In addition, previous studies have indicated that the experiences lived in physical activities have a positive effect on the development of motor competence. However, it is not yet clear in the literature which types of physical activities and which intervention doses are able to promote improvements in the motor competence of children and adolescents. Therefore, the objective of the present study is to identify the effect and the doses of instruction learned in physical activities on the levels of motor competence of children and adolescents. The “review of reviews” technique was adopted for outlining the state of the art, as searches for systematic reviews were performed based on the PRISMA protocol. The databases used were Pubmed, Science Direct, Cochrane, CINAHL, LILACS, Sport Discus, Scielo and Web of Science. Systematic reviews were selected that evaluate the effects of interventions with physical activities on motor competence levels and describe the dose used for intervention, in healthy children and adolescents. The AMSTAR-2 instrument was used to assess the methodological quality of systematic reviews. In total, 656 review titles were identified, 43 were read in full and 10 were selected. Of the 10 systematic reviews selected, 9 showed positive effects with interventions based on physical activities on the motor competence levels of preschoolers, children and adolescents. Three types of interventions were identified, with an emphasis on fundamental motor skills, with curricular physical education and active videogames. Through the synthesis of the data, the dose of the intervention with emphasis on fundamental motor skills with duration of 1 month and 2 weeks, frequency of 2 times a week and duration of 30 minutes per session, seem to be sufficient to present significant effects in preschoolers and children. Likewise, interventions with curricular physical education from the duration of 1 month, 2 times a week and 30 minutes duration per session, tend to present significant effects on the levels of motor competence in children. Finally, interventions with active videogames lasting 1 month and 2 weeks, 3 times a week and lasting 30 minutes per session seem to be sufficient to improve the motor competence levels of children and adolescents. There is strong evidence that interventions with physical activity can be effective in improving motor competence, including interventions with an emphasis on motor skills and curricular physical education.