Programa de educación postural para la escuela primaria: un estudio follow-up de un año

Ritter, Alexandre Luis; Souza, Jorge Luiz de

doi:10.1590/S1980-65742015000300006

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Motriz: Revista de Educação Física

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Original Article • Motriz: rev. educ. fis. 21 (3) • Set 2015 • https://doi.org/10.1590/S1980-65742015000300006 copiar

Programa de educación postural para la escuela primaria: un estudio follow-up de un año

Autoría SCIMAGO INSTITUTIONS RANKINGS

Resumen

El objetivo de este estudio fue verificar la eficiencia en corto y largo plazo del programa de educación postural para la escuela primaria en el rendimiento, generalización y percepción de las actividades escolares diarias. La muestra final consistió en 61 participantes divididos en grupo experimental (14 años±0,93; ♀ = 22; ♂=10) y control (15.38 años±0,97; ♀ = 16; ♂=13), todos de una escuela de Porto Alegre, RS. El programa postural consistió en 20 sesiones durante 10 semanas. En cada sesión, los participantes en el grupo experimental discutieron y practicaron las actividades escolares diarias. Además, otras 8 sesiones fueron requeridas para la realización de los testes. El grupo experimental fue significativamente mejor que el control en corto plazo, pero no en largo plazo. Los niños parecen tener una buena respuesta de comportamiento con el programa postural, pero este conocimiento no se ha sido incorporado más de un año.

Palabras claves:
postura; balance postural; técnicas de ejercicio con movimientos

Gender	Experimental Group		Control Group
	n	Average Age	n	Average Age
Male	10	14.10 ± 0.78	13	15.41 ± 1.16
Female	22	13.95 ± 0.97	16	15.33 ± 0.78
Total	32	14.00 ± 0.93	29	15.38 ± 0.97

Meeting	Theme/Main objective
I	Evolution of man and his spine Objective: Demonstrate that, when leaving the trees, apes did not undergo as many changes as necessary in their skeletal apparatus, specifically in the spine.
II	The emergence of spinal curves in humans: from birth to adulthood Objective: Enable participants to identify the fact that spine evolution is subject to the laws of gravity as well as to individual needs, such as a larger visual range.
III	Role of spinal curves Objective: Enable participants to identify the normal physiological curves of the spine (cervical, thoracic, lumbar, and sacral) in the context of their functions.
IV	Spine structures Objective: Analyze the spine joints, pointing out that rather than being an isolated entity in our body, the spine is actually closely connected to the hip.
V	Recreational and associative activity Objective: Improve the relationship within the group and the rapport with the tutor.
VI	The spine and movements Objective: Discuss the possibilities of movement of the spine and its joints and their consequences for the spinal curves.
VII	Review of the anatomy and mechanics of the spine
VIII	The act of sitting Objective: Discuss ways of sitting in a chair and the consequences of sustaining the spinal curvature.
IX	Sitting and standing Objective: Provide experiences that illustrate the difficulties and facilities of performing sitting and standing tasks under different body configurations.
X	Sitting Objective: Approach different ways to sit and their consequential sensations.
XI	Sitting and rising from a chair Objective: Engage participants in recreational activities involving the sit-to-stand practice.
XII	Sitting position for writing Objective: Propose alternative ways to keep the spinal curves in a sitting position for writing.
XIII	Picking up objects from the floor Objective: Approach similarities regarding the shape of the spine and the act of sitting or being seated, as well as lifting objects.
XIV	How to pick up objects from the floor Objective: Discuss appropriate and possible ways for picking up objects from the floor.
XV	Review of everyday actions Objective: Review the concepts and practices discussed so far to identify what is quite clear and what needs further reinforcement.
XVI	Picking up objects from the floor Objective: Talk about levers and their uses on a daily basis.
XVII	Outdoor recreational activities Objective: Foster closer ties between the group and mentor, meeting a group demand.
XVIII	Carrying school bags Objective: Discuss the effects on specific parts of the body, especially the spine, of carrying school bags.
XIX	Carrying school bags Objective: Suggest and talk about different ways of carrying school bags and their consequences.
XX	Carrying school bags and overall evaluation of the program Objective: Continue the previous debate and close the program with a special assessment.

Groups	Test	Pre-test	Post-test	Follow-up test
	ADL1	1.07±0.91	2.96±0.81*+	1.70±0.79†
Experimental	ADL2	1.70±0.84	2.62±1.00*+	1.60±0.93†
(n=26)	ADL3	0.97±0.93	1.88±0.89*+	0.60±0.77†
	ADL4	0.50±0.57	2.19±0.99*+	0.43±0.50†
	ADL1	0.78±0.95	1.14±0.85	1.32±0.78
Control	ADL2	1.52±0.79	1.14±0.79	1.73±0.46
(n=23)	ADL3	0.26±0.69	0.48±0.68	0.36±0.90
	ADL4	0.48±0.66	0.43±0.68	0.59±0.80

Groups	Test	Pre-test	Post-test	Follow-up test
Experimental (n=23)	SPC	1.00±0.79	1.83±0.72*+	1.08±0.64†
Control (n=16)		0.67±0.72	0.75±0.93	0.76±0.59

	Test	Pre-test	Post-test	Follow-up test
	Q1	1.59±0.67	1.77±0.43*	1.64±0.58+
Experimental	Q2	1.29±0.51	1.81±0.41*	1.36±0.49+
(n=27)	Q3	1.27±0.45	1.32±0.48	1.33±0.48
	Q4	3.40±0.97	3.73±1.01	3.44±1.13
	Q5	1.25±0.51	1.36±0.49	1.19±0.40
	Q6	1.18±0.39	1.27±0.46	1.14±0.36
	Q1	1.50±0.52	1.44±0.63	1.56±0.63
	Q2	1.19±0.40	1.31±0.48	1.56±0.51
Control	Q3	1.19±0.40	1.25±045	1.38±0.50
(n=22)	Q4	3.67±0.82	3.60±0.89	3.55±1.04
	Q5	1.13±0.34	1.31±0.48	1.29±0.51
	Q6	1.31±0.48	1.25±0.48	1.19±0.40

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E-mail: motriz.rc@unesp.br

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[1] Alexandre Luis Ritter Phone: (51)9163.2123 e-mail: alexandreluisritter@gmail.com