Efeitos do jogo Just Dance nas funções executivas e no desempenho motor de escolares: um estudo quase-experimental

• Ano de defesa: 2024
• Autor(a) principal: Pedrosa, Valéria dos Santos
• Orientador(a): Ramos, Isabela Almeida
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Católica de Brasília
• Programa de Pós-Graduação: Programa Stricto Sensu em Educação Física
• Departamento: Escola de Saúde e Medicina
• País: Brasil
• Palavras-chave em Português: Exergames; Cognição; Aptidão física; Promoção de saúde escolar; Criança
• Palavras-chave em Inglês: Exergames; Cognition; Physical fitness; School health promotion; Child
• Área do conhecimento CNPq: CNPQ::CIENCIAS DA SAUDE::EDUCACAO FISICA
• Link de acesso: https://bdtd.ucb.br:8443/jspui/handle/tede/3572

The use of Exergames in the school environment opens up new perspectives for learning, such as integrating dance into education, promoting the children`s holistic development, with benefits related to physical, cognitive, affective, and social aspects. In this context, the objective of this study was to analyze the effects of an intervention thru the Just Dance game on the executive functions and motor performance of school-aged children. To this end, a quasi experimental study was carried out with 61 children, aged 7 to 9 years, randomly allocated to either an experimental or a control group. The experimental group underwent an 8-week intervention consisting of three 30-minute sessions per week, involving dance classes using Exergames. Meanwhile, the control group remained with their regular school routine. Executive functions were assessed before and after the 8-week intervention using the Flanker task (inhibitory control) and the Trail Making Test (cognitive flexibility). Additionally, motor performance was evaluated using agility (square test), horizontal jump (explosive strength), and 20-meter run (speed) tests. A generalized gamma model was used to analyze the estimated coefficient (β) and 95% confidence intervals (CI) of the outcomes between groups, adjusting for potential confounders. Children in the experimental group showed a shorter completion time in part B of the Trail Making Test compared to children in the control group (β = -28.7 s; 95% CI -45.6 to -11.9; p = 0.001). No significant differences were found in the Flanker test or physical test outcomes (p > 0.05). In conclusion, an eight-week school-based intervention with Just Dance was effective in improving cognitive flexibility in children, but not in enhancing inhibitory control or motor performance.