Educação Física no contexto escolar não compromete agudamente as funções executivas em crianças
Um ensaio clínico randomizado controlado
Resumo
A prática de atividade física estimula funções executivas, mas as evidências sobre os efeitos agudos da Educação Física escolar permanecem inconsistentes devido às variações na duração das aulas e restrições da rotina escolar. Este estudo investigou e comparou o efeito agudo de duas durações distintas de aulas (25 e 45 minutos) sobre o desempenho cognitivo em crianças de 9 a 10 anos. Vinte e quatro participantes (9,54 ± 0,51 anos; 62,5 % masculinos) foram randomizados em três grupos: aulas tradicionais de Educação Física de 25 minutos, de 45 minutos e um grupo controle (aula teórica de 45 minutos). A avaliação das funções executivas, realizada antes e imediatamente após cada condição, revelou um efeito principal significativo de tempo no tempo de resposta do controle inibitório (F(1,21) = 12,719; p = 0,002), com melhorias generalizadas em todos os grupos, incluindo o controle. Não foram identificados outros efeitos significativos, demonstrando que a duração da aula não modulou o desempenho cognitivo. Sessões de 25 ou 45 minutos não geraram melhorias agudas no controle inibitório ou na memória de trabalho em escolares, tampouco demonstraram efeito de dose-resposta. Apesar disso, a manutenção do desempenho confirma que a participação nas aulas de Educação Física durante a rotina escolar não compromete as funções executivas dos estudantes.
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