Resumo Introdução Existem poucos instrumentos disponíveis para avaliar problemas de comportamento em crianças em idade escolar com base no relato de professores de educação física. O Motor Behavior Checklist (MBC) foi criado para ser usado por este profissional observando a criança em uma situação de brincadeira livre ou nas aulas de educação física utilizando escalas Likert de 5 pontos. O MBC compreende 59 itens distribuídos em duas categorias (externalizantes e internalizantes) e sete escalas de problemas de comportamento: quebra de regras, hiperatividade/impulsividade, falta de atenção, baixa energia, comportamentos estereotipados, falta de interação social e falta de autorregulação. O objetivo deste estudo foi descrever o processo de tradução e adaptação transcultural do MBC para o português do Brasil. Método Os procedimentos foram: tradução do instrumento original, produção de uma versão sintetizada, retrotradução, comparação literal e semântica, parecer do retrotradutor sobre itens divergentes, versão síntese com as sugestões do retrotradutor, avaliação da clareza da versão síntese por profissionais (professores de educação física), grupo focal para avaliar indicadores de clareza do instrumento, avaliação dos ajustes pelo autor do instrumento e produção da versão final. Resultados Os resultados indicaram um nível satisfatório de concordância entre as versões originais e retrotraduzidas, com 68% de itens iguais e 16% de itens com poucas alterações. A versão síntese teve 84% dos itens avaliados como claros por professores de educação física. Conclusão A versão traduzida possui conteúdo compatível com a versão original. Estudos futuros deverão ser conduzidos para a verificação das propriedades psicométricas da versão em português brasileiro do MBC.

Abstract Introduction There are only a few instruments available to assess behavioral problems in school-age children based on reports of physical education teachers. The Motor Behavior Checklist (MBC) was designed to be completed by this professional in free play-situations or during physical education classes to rate students’ motor-related behavior using 5-point Likert scales. The MBC comprises 59 items distributed into two broadband factors (externalizing and internalizing) and seven behavior problem scales: rule breaking, hyperactivity/impulsivity, lack of attention, low energy, stereotyped behaviors, lack of social interaction, and lack of self-regulation. The objective of this study was to describe the translation and cross-cultural adaptation processes of the MBC into Brazilian Portuguese. Method The following procedures were conducted: forward translation of the original instrument, production of a synthesized version, back-translation, literal and semantic comparison, back-translator’s evaluation of divergent items, synthesized version with back-translator’s suggestions, clarity assessment of the synthesized version by professionals (physical education teachers), focus group to assess clarity indicators of the instrument, evaluation of adjustments by the author of the instrument, and production of the final version. Results The results indicated a satisfactory level of agreement between the original and the back-translated versions, with 68% of exact equivalence between the translated items and 16% of terms requiring minor adjustments. In the draft version, 84% of the items were evaluated as clear by physical education teachers. Conclusion The translated version has compatible content with the original version. Future studies should be conducted to assess the psychometric properties of the Brazilian Portuguese version of the MBC.

Selective attention directs cognitive resources to relevant objects or events through either voluntary (top-down) or automatic (bottom-up) control. This paper analyzes voluntary and automatic orienting of attention during childhood development. Seventy-four children (6 to 10 years old) were asked to press a key in response to a visual target presented in a previously oriented position (voluntary orienting; Experiment 1) or after a peripheral unpredictable cue (automatic orienting; Experiment 2). A systematic reduction of reaction times was observed in older children in both experiments. For automatic orienting in Experiment 2, reaction times were shorter in the ipsilateral condition than in the contralateral condition. However, for older children, the differences in reaction times between these conditions decreased. This may be attributable to the appearance of Inhibition of Return as a result of the maturation of the attentional system derived from childhood development, which contributes to more effective exploration of the environment.