DSpace Coleção: PAPGEF

Proposta para determinação das alturas de barreiras e do volume de saltos numa sessão de treinamento pliométrico: um estudo com jovens atletas universitários

2026-09-22T06:11:01Z

Título: Proposta para determinação das alturas de barreiras e do volume de saltos numa sessão de treinamento pliométrico: um estudo com jovens atletas universitários Autor(es): Macaiba, Ruti Santos de Melo Orientador: Soares, Ytalo Mota Abstract: Introduction: Plyometric training (PT) is primarily used to develop muscular power and is essential in sports involving explosive activities, such as jumping. The effectiveness of PT depends on the proper management and individualization of training load components; a specific example is the determination of optimal hurdle height (OHH), as well as training volume. Objective: To individualize hurdle height and jump volume in a PT session. Methods: Eleven university athletes, Physical Education students aged between 18 and 30 years and engaged in team sports, were evaluated. The experimental design consisted of five sessions: two familiarization sessions, two sessions to determine OHH measured using contact mats, and one session to determine jump/rebound volume using individualized hurdles during the training session, with heights ranging from 20 to 100 cm. OHH was calculated based on the highest ratio between rebound height and contact time, classified as the Reactive Strength Index (RSI), with jump volume adjusted according to individual capacity. After data collection, a database was created in Microsoft Excel and then transferred to SPSS version 20.0 for exploratory analysis. The ICC 3,1 model was used to assess data reliability between the 3rd and 4th sessions and also during the training session to verify intraset and interset reliability. A two-way ANOVA test was applied to identify possible performance differences between sets during the training session, or its nonparametric equivalent when appropriate. Jump volume was determined by the frequency of jumps performed within the training session sets. The adopted significance level was 5% (p < 0.05). Results: OHH1 demonstrated moderate relative reliability (0.67), whereas OHH2 showed good reliability (0.81). RSI1 and RSI2 presented moderate and good reliability levels, respectively. The relative reliability of the training session reached excellent levels (≥ 0.90) for both intraset and interset comparisons, while the number of contacts (set 1 vs. set 2) showed moderate reliability. When both sets were considered (intraset and interset), variability reached low values (10% and 13%, respectively), which are considered satisfactory given the task and sample characteristics. Total jump volume showed high interindividual variability (52.08% and 52.24% for set 1 and set 2, respectively), with hurdle height variations of up to 70 cm and volumes ranging from 9 to 117 total contacts. The mean total number of contacts during the training session was 75 ± 33.31. Conclusion: It was possible to determine individualized hurdle heights, although moderate relative reliability was observed for hurdle height 1. The individualized training session demonstrated excellent reliability and low variability when both training sets were considered. The method used to determine optimal heights through RSI as a parameter proved to be highly satisfactory, considering that the reliability result observed for OHH1 is expected to improve with a larger sample size. Editor: Universidade Federal da Paraíba Tipo: Dissertação

Efeitos do programa OBBA (jogos de construção) da pedagogia da corporeidade nas funções executivas de crianças com TDAH

2026-09-11T06:12:34Z

Título: Efeitos do programa OBBA (jogos de construção) da pedagogia da corporeidade nas funções executivas de crianças com TDAH Autor(es): Ferreira, João Eledilson de Souza Orientador: Gomes-da-Silva, Pierre Normando Abstract: Childhood corresponds to a developmental phase that can be characterized by the presence of signs and symptoms of neurodevelopmental disorders. Among the most frequent is Attention Deficit Hyperactivity Disorder (ADHD), which can negatively impact a child's life. Several pedagogical and inclusive interventions can be implemented to reduce impairments, among which stands out the Toy and Play Workshop Program (Programa de Oficinas de Brinquedos e Brincadeiras – OBBA) of the Pedagogy of Corporeity (PC), in which play is conducted for therapeutic effects in children with ADHD. This study aimed to analyze the effects produced by construction-type games on executive functions in children with ADHD. This is a qualitative, descriptive, applied nature research. The design used for test application was a case series with repeated measures, characterized by monitoring a small group of participants at various moments: pre-intervention, during, and post-interventions, and it was of the action-research type. The semiotic analysis technique used was the analytical design of guiding the interpretation of teaching work, in its three categories: Immediate, Mediated, and Referential of the Pedagogy of Corporeity Laboratory Class (Aula Laboratório da Pedagogia da Corporeidade – ALPC). Three male children aged 7 to 9 years, diagnosed with ADHD and enrolled at the Luiza Lima Lobo Municipal School in João Pessoa/PB, participated in the study. The selected children were attended at the clinic of the Brincante School Laboratory, Museum of Play, at the Federal University of Paraíba, within the Associated Graduate Program in Physical Education UPE/UFPB, where the interventions and tests were conducted. Data collection procedures included: a direct observation script and a filming plan as an indirect observation resource. Additionally, the Cancellation Attention Test (TAC) and the Trail Making Test (TT) were employed. The interventions consisted of 24 OBBA Program workshops, involving the construction and use of 12 toys, in sessions of approximately 40 minutes, which took place over three months, totaling 24 sessions and 960 minutes for each child. For data analysis, we compared the test results and created a chart of the interpretive effects evidenced by the children. For the intervention, the interpretation levels specific to the ALPC were used. To analyze the intervention effects, descriptive analysis of the TAC and TT data was performed according to the norms of their respective manuals. For the analysis of interpretations, we used the pragmatic method of semiotic analysis (OBBA Assessment Scale, observation script, and analysis of the footage). The results demonstrated that the intervention promoted positive performance in the executive functions of children with ADHD, especially in selective attention, sustained attention, and inhibitory control. The study concludes that the motor demands and engagement in the OBBA Program activities were crucial for these improvements, validating the Construction Games Genre as an efficient pedagogical and therapeutic tool integrated into the context of ADHD. Editor: Universidade Federal da Paraíba Tipo: Dissertação

Futebol brincante: efeito lógico do treinamento pela pedagogia da corporeidade para a formação esportiva de jovens jogadores

2026-09-01T06:10:54Z

Título: Futebol brincante: efeito lógico do treinamento pela pedagogia da corporeidade para a formação esportiva de jovens jogadores Autor(es): Santos Neto, José Everaldo dos Orientador: Gomes-da-Silva, Pierre Normando Abstract: The objective of this study was to analyze the effects of logical interpretation (tactical habit) resulting from soccer training conducted through the Pedagogy of Corporeity (Pedagogia da Corporeidade) among players from the Futebol Brincante soccer school. Specifically, the study aimed to: (a) describe and categorize players’ tactical habits in offensive movement situations based on the codes of the action field; (b) structure training sessions through the methodological proposition of the experience of play; and (c) analyze the changes in the tactical habits of the players from the Futebol Brincante soccer school. The study focused on the transformation of players’ habits which, prior to tactical behavior itself, are understood as interaction–action schemes in relation to circumstances in general. With an analytical observational research design, of a descriptive-exploratory and propositional nature, the investigation was conducted using a longitudinal approach. The research followed a quali-quantitative approach with qualitative predominance, using participant observation and systematic observation. Nineteen male adolescents participated in the study, enrolled in the extension project Futebol Brincante Soccer School, aged between 12 and 14 years (M = 12.7; SD = 0.8), considering the starting date of the intervention. The study was developed through an intervention composed of 33 training sessions structured according to the Laboratory-Class of the Pedagogy of Corporeity (ALPC), guided by the intensive axes (volume, temperature and pressure) and by the teaching–learning pathway Feel–React–Reflect. Scriptural analysis was used as the technique for describing tactical habits and their indicators, enabling the analysis of habit transformations based on descriptive markers. The analysis revealed the tactical habits uncertain, throwing, and poetizing. It was observed that the uncertain habit may appear in two modes, one of which approaches the poetizing habit, although remaining distinct due to the absence of interpretation. Numerical data were analyzed using the Wilcoxon signed-rank test and transition matrices between categories. Intra-rater reliability tests and measurement power tests of the instrument were also conducted, presenting statistically significant results (p < 0.05). The results showed consistent changes in tactical habits after the intervention, with a reduction in the tendency of the indifferent habit and a significant increase in throwing habits and, especially, poetizing habits. The matrices indicated an upward flow between the initial and final moments, without regressions. Communicative efficiency in game situations was directly associated with the transformation of tactical habits, reinforcing the relevance of interpretative efficiency in players’ learning. The pedagogical feasibility of training sessions grounded in the Pedagogy of Corporeity for sports initiation was also demonstrated. From the perspective of the Pedagogy of Corporeity, this study assumes the commitment of bringing the scientific gaze to the game while adopting a method that recognizes the game as it truly is: poetry expressed in the gestures of the being who plays, proposing a new way of understanding the game and recognizing our football. Editor: Universidade Federal da Paraíba Tipo: Dissertação

Corpo e emoções : um estudo sociocultural sobre a experiência de peregrinação no caminho de Santiago de Compostela

2026-09-01T06:10:59Z

Título: Corpo e emoções : um estudo sociocultural sobre a experiência de peregrinação no caminho de Santiago de Compostela Autor(es): Melo, Gertrudes Nunes de Orientador: Caminha, Iraquitan de Oliveira Abstract: Drawing on Merleau-Ponty’s phenomenological understanding of the body-subject, in which movement constitutes a way of being in the world and relating to others, this study also incorporates Le Breton’s view of corporeality as a social and cultural phenomenon. It seeks to understand the pilgrim’s perception of the body and the emotions experienced along the Camino de Santiago, considering the ways in which corporealities are (re)constructed throughout the journey and shaped by the territorialities traversed. The specific objectives are: to describe the pilgrimage experience and the research process, with an emphasis on the perception of the body and the emotions experienced along the Camino de Santiago; to examine how pilgrims perceive their bodies and how this perception relates to the processes of thought constructed through the pilgrimage experience; to identify the emotions present in the pilgrim’s embodied experience and how they manifest during the walk; and to promote reflection on body, emotion, pilgrimage, and existence through audiovisual production. The theoretical-methodological framework adopted the Phenomenological approach of Bicudo (2011) and Merleau-Ponty (2018), with a qualitative focus and participant observation. The pilgrimage made it possible to understand the body as a lived, sensitive, and continually reconstructed subject, shaped by the territorialities and experiences of the journey. The regions crossed influenced bodily reactions, revealing a connection between movement, emotions, and environment. Physical exertion fostered reflection and re-signification, rendering the body an integrated unity with oneself, others, and the world. Emotions such as fear, joy, sadness, and a sense of overcoming emerged intensely, heightened by nature and the symbolic value of the places encountered. Corporeality was experienced as a symbolic, historical, and social phenomenon, and movement was re-signified as an affective and emotional expression. Thus, corporeality proved to be central to the experience, pointing to pathways for a more sensitive and holistic approach to Physical Education.; RESUMEN Partiendo de la comprensión fenomenológica del cuerpo-sujeto propuesta por Merleau-Ponty, en la cual el movimiento es la forma de estar en el mundo y de relacionarse con los otros, y complementando con la perspectiva de Le Breton, quien entiende la corporeidad como un fenómeno social y cultural, este estudio busca comprender la percepción del cuerpo y las emociones vividas por el peregrino en el Camino de Santiago de Compostela, considerando las experiencias de corporeidades (re)construidas durante la caminata y que atraviesan diversas territorialidades. Los objetivos específicos son: describir la experiencia de peregrinación y la investigación realizada, con énfasis en la percepción del cuerpo y las emociones vividas a lo largo del Camino de Santiago de Compostela; problematizar la percepción del cuerpo por parte del peregrino y su relación con los procesos de pensamiento construidos a partir de la vivencia de peregrinación; identificar las emociones presentes en el proceso de experiencia corporal del peregrino y cómo se manifiestan durante la caminata; y promover una reflexión sobre cuerpo, emoción, peregrinación y existencia mediante una producción audiovisual. El marco teórico-metodológico adoptó el enfoque fenomenológico de Bicudo (2011) y Merleau-Ponty (2018), con una orientación cualitativa y observación participante. La peregrinación permitió comprender el cuerpo como un sujeto vivido, sensible y en constante reconstrucción, atravesado por las territorialidades y experiencias del camino. Las regiones recorridas influyeron en las reacciones corporales, revelando una conexión entre movimiento, emociones y ambiente. El desgaste físico favoreció reflexiones y resignificaciones, convirtiendo el cuerpo en una unidad integrada consigo mismo, con el otro y con el mundo. Emociones como miedo, alegría, tristeza y superación emergieron con intensidad, potenciadas por la naturaleza y el simbolismo de los lugares. La corporeidad fue vivida como un fenómeno simbólico, histórico y social, y el movimiento resignificado como una expresión afectiva y emocional. Así, la corporeidad se reveló central en la experiencia, señalando caminos para una Educación Física sensible e integral. Editor: Universidade Federal da Paraíba Tipo: Tese