Aprendizagem significativa de conceitos da biomecânica nas aulas de educação física / Meaningful learning of biomechanical concepts in physical education classes / La aprendizaje significativo del conceptos biomecánicos en clases de educación física

O objetivo do estudo foi analisar as possibilidades de inserção de conceitos de Biomecânica nas aulas de Educação Física partir da aplicação de um projeto educacional fundamentado na teoria da aprendizagem significativa. Foi realizada uma pesquisa qualitativa para avaliar a aplicação do projeto educacional, no qual participaram 17 estudantes do Ensino Fundamental. A análise dos questionários e das observações realizadas permitiram verificar que os participantes ampliaram suas ideias iniciais e atribuíram significado aos conceitos ensinados. Os conteúdos selecionados são passíveis de inserção na Educação Física e as estratégias de ensino foram adequadas para que a aprendizagem significativa ocorresse, contribuindo assim para a construção do currículo escolar

The aim of this study was to analyze the insertion possibilities of Biomechanics concepts in Physical Education classes with the implementation of an educational project based on the theory of meaningful learning. A qualitative research was performed to evaluate the implementation of the educational project, which involved 17 students of elementary school. The questionnaires and observations analysis allowed to verify that participants increased their initial ideas and gave meaning to the taught concepts. The selected content was suitable to inclusion in physical education and the teaching strategies were adequate for meaningful learning, contributing tothe construction of the school curriculum

El objetivo de este estudio fue analizar las posibilidades de inserción de los conceptos del Biomecánica en las clases de Educación Física con la implementación de un proyecto educativo basado en la teoría del aprendizaje significativo. Se realizó una investigación cualitativa para evaluar la ejecución del proyecto educativo, con la participación del 17 estudiantes de la escuela primaria. El análisis de los cuestionarios y las observaciones permitió verificar que los participantes Alteraron sus concepciones iniciales y asignado significado a los conceptos enseñados. El contenido seleccionado era coherente para su inclusión en la educación física y las estrategias de enseñanza eran adecuadas para el aprendizaje significativo, lo que contribuye a la construcción del curriculum

Human biological and nonbiological point-light movements: Creation and validation of the dataset.

Human action perception is so powerful that people can identify movement efficiently in the absence of pictorial information, such as in point-light displays. Interest is growing in this type of stimulus for research in neuroscience. This interest stems from the advantage of separating the component of pure human action kinematics from other pictorial information, such as facial expression and muscle contraction. Although several groups have previously developed datasets of human point-light actions, due to the lack of datasets composed of daily actions with short durations, we developed 20 biological and 40 control (scrambled) point-light movements by using the technique of recording people wearing reflector patches. The videos are about 1 s long. Subsequently, we performed a judgment task in which 100 participants (50 male and 50 female) evaluated each video according to three categories: human action resemblance, performed action, and gender of actor. We present the mean scores of each evaluation for each video, and further propose a selection of the most suitable videos to be used as human point-light action displays and scrambled point-light displays for control. Finally, we discuss our findings on the gender attributions of the point-light displays.

Data reproducibility of pace strategy in a laboratory test run.

This data paper contains data related to a reproducibility test for running pacing strategy in an intermittent running test until exhaustion. Ten participants underwent a crossover study (test and retest) with an intermittent running test. The test was composed of three-minute sets (at 1 km/h above Onset Blood Lactate Accumulation) until volitional exhaustion. To assess pace strategy change, in the first test participants chose the rest time interval (RTI) between sets (ranging from 30 to 60 s) and in the second test the maximum RTI values were either the RTI chosen in the first test (maximum RTI value), or less if desired. To verify the reproducibility of the test, rating perceived exertion (RPE), heart rate (HR) and blood plasma lactate concentration ([La]p) were collected at rest, immediately after each set and at the end of the tests. As results, RTI, RPE, HR, [La]p and time to exhaustion were not statistically different (p>0.05) between test and retest, as well as they demonstrated good intraclass correlation.

Leg preference and interlateral asymmetry of balance stability in soccer players.

To examine the effect of long lasting practice on pedal behavior in sport, we compared experienced adult soccer players and nonsoccer players on leg preference in motor tasks requiring general mobilization, soccer related mobilization, and body balance stabilization. We also evaluated performance asymmetry between the right and left legs in static and dynamic unipedal body balance, based on center of pressure displacement, and correlated that with leg preference in balance stabilization tasks. Results revealed (a) a distinct leg preference between mobilization and stabilization tasks, which were significantly different between players and nonplayers, (b) similar balance stability between the right and left legs, (c) greater stability of experienced players compared with nonplayers in static and dynamic balance, and (d) absence of a significant leg preference correlation with interlateral balance asymmetry. These results suggest an effect of extensive soccer skill practice on establishing leg preference for specific mobilization tasks and overall balance control.