Desenvolvimento cognitivo e aptidão física não-aeróbica em pré-escolares: um estudo longitudinal
Resumo
Introdução: A primeira infância é o período mais crítico do desenvolvimento motor e cognitivo saudável na vida humana e o aumento da atividade física pode trazer benefícios à saúde durante a infância e a adolescência. Objetivo: O objetivo deste estudo foi quantificar a relação entre aptidão física não-aeróbica e desenvolvimento cognitivo em pré-escolares. Métodos: Os participantes incluíram crianças de um estudo longitudinal na cidade do Rio de Janeiro, Brasil (N = 1380, primeiro ano; N = 1320, segundo ano). A aptidão física não-aeróbica foi avaliada com o Teste Sentar-Levantar (TSL) e o desenvolvimento cognitivo com o Performance Indicators for Primary Schools (PIPS). Resultados: A aptidão física não-aeróbica e o desenvolvimento cognitivo correlacionaram-se positivamente (0,25 para linguagem e 0,17 matemática, p<0,05). Os modelos de regressão linear hierárquica revelaram que as medidas iniciais de aptidão física não-aeróbica apresentaram uma pequena, mas significativa associação com o desempenho matemático futuro, mas não com linguagem após o controle de variáveis de confusão (ES=0,16 para matemática no primeiro ano; ES=0,11 para matemática no segundo ano). Conclusões: esses resultados sugerem uma associação entre a aptidão física não-aeróbica e o desenvolvimento cognitivo das crianças nos primeiros anos escolares.
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