Atividade física e autoconceito de alunos de 1. Ciclo
Type
bookPart
Publisher
Identifier
Batista, M., Cubo-Delgado, S., Petrica, J., Serrano, J., Paulo, R., & Honório, S. (2019). Physical Activity and Self Concept of Students of Primary School. In J. Petrica, H. Mesquita, M. Batista, P. Mendes (Coord) “Psicologia do Desporto e Exercício – Abordagens Académicas de Investigação”. (pp.23-34). Idanha-a-Nova: Câmara Municipal de Idanha-a-Nova. ISBN: 978-989-8936-01-1.
978-989-8936-01-1
Title
Atividade física e autoconceito de alunos de 1. Ciclo
Physical activity and self concept of students of primary school
Physical activity and self concept of students of primary school
Subject
Atividade Física
Exercício
Autoconceito
Physical Actvity
Exercise
Self-concept
Exercício
Autoconceito
Physical Actvity
Exercise
Self-concept
Date
2019-10-11T08:55:37Z
2019-10-11T08:55:37Z
2019
2019-10-11T08:55:37Z
2019
Description
A atividade física e desportiva assume-se como um contexto de de- senvolvimento comportamental, cognitivo e social nas diversas idades. Atualmente é generalizada a prática de atividades físicas e desporti- vas por coletivos infantis e juvenis, ainda que, com uma preferência pela frequência nas modalidades, muito dependente da variável sexo. Todavia é frequente, os pais questionarem-se de qual a idade ideal para os filhos iniciarem determinadas práticas físicas e desportivas, ou mesmo qual o volume de horas de prática semanal, por forma a não prejudicarem o descanso, potenciando a formação dos mesmos Avaliou-se uma amostra de 531 alunos de ambos os sexos, entre os 8 e os 10 anos de idade, procedendo-se à estratificação do volume de horas semanais de atividade física e desportiva, assim como os níveis de auto- conceito através da aplicação da escala de autoconceito de Susan Harter. Os resultados evidenciaram diferenças significativas nas dimensões de competência escolar e comportamento, que surgem aparentemente beneficiadas com o incremento de horas semanais de atividade física e desportiva, observando-se a mesma tendência favorável na evolução do autoconceito global nos alunos que acumulam um volume de horas de prática semanal mais elevado.
Physical and sports actvity are assumed as a context of behavioural, cognitve and social development in diferent ages. It is currently a widespread practce of physical and sports actvites for children and youth groups, with a preference to practce diferent sports actvites with frequency, very dependent on gender. However it is ofen for parents to ask themselves which is the ideal age for children to start physical actvity and/or sports, or even the volume of hours of weekly practce, in a way that will not jeopardize their rest, and enhancing their educaton. We have evaluated a sample of 531 students of both genders, between 8 and 10 years old, proceeding to the stratfcaton of the volume of weekly hours of physical actvity and sport, as well as self-esteem levels by the applicaton of self-esteem Susan Harter scale. The results showed signifcant diferences in the dimensions of school competence and behaviour, which arise apparently benefted from the increasing in weekly hours of physical actvity and sport. It’s also observable the same favourable tendency in the increasing development of global self-concept in students who accumulate a higher volume of hours of weekly practce.
info:eu-repo/semantics/publishedVersion
Physical and sports actvity are assumed as a context of behavioural, cognitve and social development in diferent ages. It is currently a widespread practce of physical and sports actvites for children and youth groups, with a preference to practce diferent sports actvites with frequency, very dependent on gender. However it is ofen for parents to ask themselves which is the ideal age for children to start physical actvity and/or sports, or even the volume of hours of weekly practce, in a way that will not jeopardize their rest, and enhancing their educaton. We have evaluated a sample of 531 students of both genders, between 8 and 10 years old, proceeding to the stratfcaton of the volume of weekly hours of physical actvity and sport, as well as self-esteem levels by the applicaton of self-esteem Susan Harter scale. The results showed signifcant diferences in the dimensions of school competence and behaviour, which arise apparently benefted from the increasing in weekly hours of physical actvity and sport. It’s also observable the same favourable tendency in the increasing development of global self-concept in students who accumulate a higher volume of hours of weekly practce.
info:eu-repo/semantics/publishedVersion
Access restrictions
openAccess
http://creativecommons.org/licenses/by-nc/4.0/
http://creativecommons.org/licenses/by-nc/4.0/
Language
por
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