Prática Pedagógica, Contextos Físicos e Sociais: Implicações Para a Inclusão / Pedagogical Practice, Physical and Social Contexts: Implications for the Inclusion

RESUMO: Este estudo compara os contextos físicos, sociais e a prática pedagógica da Educação Infantil com a do Ensino Fundamental e levanta suas respectivas implicações para a inclusão das crianças. Participaram desta pesquisa dois estudantes com deficiência matriculados no último ano da Educação Infantil, comparados com outros dois estudantes com deficiência do Ensino Fundamental. Configura-se uma pesquisa descritiva de cunho quantitativo. O método baseou-se na etologia. Os resultados indicam que, na Educação Infantil, houve altos índices de interação social, variabilidade na utilização de espaços, maior tempo em atividades corporais e o direcionamento da prática pedagógica voltada à interação. Já no Ensino Fundamental, os alunos apresentaram relativo grau de autonomia, mas ainda muito condicionado ao conteúdo.

ABSTRACT: This study compares the physical and social contexts and the pedagogical practice of Early Childhood Education with that of Elementary Education and raises their respective implications for the inclusion of children. Two students with disabilities enrolled in the last grade of the Early Childhood Education participated in this research, in comparison with two other students with disabilities in Elementary School. It is a descriptive investigation of quantitative nature. The method was based on the ethology. The results indicate that in Early Childhood Education there were high levels of social interaction, variability in the use of spaces, more time dedicated to physical activities and orientation of the pedagogical practice centered on interaction. In Elementary School, students had a relative degree of autonomy, but still highly conditioned to the content.

Prediction of serious complications in patients with pulmonary thromboembolism and solid cancer: Validation of the EPIPHANY Index in a prospective cohort of patients from the PERSEO study.

INTRODUCTION: There is currently no validated score capable of classifying cancer-associated pulmonary embolism (PE) in its full spectrum of severity. This study has validated the EPIPHANY Index, a new tool to predict serious complications in cancer patients with suspected or unsuspected PE. METHOD: The PERSEO Study prospectively recruited individuals with PE and active cancer or receiving antineoplastic therapy from 22 Spanish hospitals. The estimation of the relative frequency θ of complications based on the EPIPHANY Index categories was made using the Bayesian alternative for the binomial test. RESULTS: A total of 900 patients, who were diagnosed with PE between October 2017 and January 2020, were enrolled. The rate of serious complications at 15 days was 11.8%, 95% highest density interval [HDI], 9.8-14.1%. Of the EPIPHANY low-risk patients, 2.4% (95% HDI, 0.8-4.6%) had serious complications, as did 5.5% (95% HDI, 2.9-8.7%) of the moderate-risk participants and 21.0% (95% HDI, 17.0-24.0%) of those with high-risk episodes. The EPIPHANY Index was associated with overall survival (OS) in patients with different risk levels: median OS was 16.5, 14.4, and 4.4 months for those at low, intermediate, and high risk, respectively. Both the EPIPHANY Index and the Hestia criteria exhibited greater negative predictive value and a lower negative likelihood ratio than the remaining models. The incidence of bleeding at 6 months was 6.2% (95% HDI, 2.9-9.5%) in low/moderate-risk vs 12.7% (95% HDI, 10.1-15.4%) in high-risk (p-value = 0.037) episodes. Of the outpatients, serious complications at 15 days were recorded in 2.1% (95% HDI, 0.7-4.0%) of the cases with EPIPHANY low/intermediate-risk vs 5.3% (95% HDI, 1.7-11.8%) in high-risk cases. CONCLUSION: We have validated the EPIPHANY Index in patients with incidental or symptomatic cancer-related PE. This model can contribute to standardize decision-making in a scenario lacking quality evidence.

Teaching strategies in physical education: a confrontation between directive and indirective styles in volleyball learning / Estratégias de ensino em educação física: um confronto entre estilos diretivo e indiretivo na aprendizagem do voleibol

ABSTRACT Although Physical Education has historically been based on teaching strategies predominantly directives, it is possible speculate that less directive methodologies might contribute more effectively to learning. The aim of this study was to compare the possible implications of using different teaching styles for learning volleyball game. Thus end, 27 teenagers divided into three groups (Directive Group; Indirective group and control group) took part for an intervention program of eight meetings aimed at teaching procedural volleyball contents. Overall, the results suggest that indirective teaching styles contribute more effectively to participation decision, which causes a reflection on the need to revisit the teaching strategies used by teachers and the need for a more systemic approach to teaching games.

RESUMO Embora a Educação Física escolar tenha historicamente se baseado em estratégias de ensino predominantemente diretivas, é possível especular que metodologias menos diretivas possam contribuir de forma mais efetiva para o aprendizado. O objetivo do presente estudo foi comparar as possíveis implicações da utilização de diferentes estilos de ensino na aprendizagem do jogo da modalidade esportiva voleibol. Para tanto, 27 adolescentes divididos em três grupos (Grupo Diretivo; Grupo Indiretivo e Grupo Controle) foram submetidos a um programa de intervenção de oito encontros voltados ao ensino de conteúdos procedimentais do voleibol. De modo geral, os resultados encontrados sugerem que estilos de ensino indiretivos contribuem de forma mais efetiva para a participação no jogo e para a tomada de decisão, o que provoca uma reflexão sobre a necessidade de se revisitar as estratégias de ensino utilizadas pelos professores e pela necessidade de uma abordagem mais sistêmica para o ensino de jogos.

A note on motor skill acquisition in mild and moderate Down syndrome individuals.

This study investigated the acquisition of a serial motor skill in individuals with Down syndrome with two levels of handicap, mild group (mean age = 14.5 years, SD = 2.3, 7 individuals) and moderate group (mean age = 15.2 years, SD = 3.2, 7 individuals). The task involved single-arm sequential movements to five. The measures to access performance were overall sequence error, reaction time, and total movement time. To evaluate action program, formation variability of sequencing and relative timing variability were considered. Although there was no clear practice effect, the results showed that the level of handicap led to different strategies to plan and control the actions. The moderate group presented a less stable action program expressed in the variability in sequencing and timing. Their longer reaction times also suggest a heavy demand on central processing in accord with the one-target advantage hypothesis and also due to memory deficits to select and plan movements.

A note on motor skill acquisition in mild and moderate Down syndrome individuals

Abstract This study investigated the acquisition of a serial motor skill in individuals with Down syndrome with two levels of handicap, mild group (mean age = 14.5 years, SD = 2.3, 7 individuals) and moderate group (mean age = 15.2 years, SD = 3.2, 7 individuals). The task involved single-arm sequential movements to five. The measures to access performance were overall sequence error, reaction time, and total movement time. To evaluate action program, formation variability of sequencing and relative timing variability were considered. Although there was no clear practice effect, the results showed that the level of handicap led to different strategies to plan and control the actions. The moderate group presented a less stable action program expressed in the variability in sequencing and timing. Their longer reaction times also suggest a heavy demand on central processing in accord with the one-target advantage hypothesis and also due to memory deficits to select and plan movements.

Proprioceptive-Visual Integration and Embodied Cognition: A Developmental Perspective.

The present study addressed whether a spatial matching task relying on inter-sensory judgments might be influenced by the transition between egocentric and decentered mode of thinking. Thirty-six children aged 5, 7, or 9 years performed a paramedian correspondence task with conditions requiring inter-sensory integration (visual-proprioceptive) and a problem-solving task. The visual information was given through a mirror that perturbed the sensory judgments in the paramedian correspondence task. The results did not corroborate the hypotheses; nevertheless, the increasing importance of proprioception in the perceptual judgments for older children suggests that although younger children may be body centered (egocentric mode of thinking), older children seemed more able to use body to mediate their perceptual judgments.

The role of school desk on the learning of graphic skills in early childhood education in Brazil.

The role of two different layouts of school furniture was investigated in the pattern legibility and spatial-temporal parameters of a graphic skill acquisition. Thirty children from the first grade of elementary school (mean age = 6 years) practiced a graphic task according to a criterion figure. They were assigned to two groups, Group of Fixed School Desk (GF) and Group with Adjustable School Desk (GA). Each child practiced the task on a digital tablet for 25 trials. The software Movalyser 2.3 processed the data from which the following measures were obtained: pattern legibility, linear spatial error and speed of execution. Two expert teachers also judged legibility. Children in the GA showed more number of legible patterns, they were slower to complete the task but they were more accurate in its reproduction. The adjustable school desk facilitates the acquisition of legible graphic patterns. Since stable graphic skills are positively correlated to the production of creative texts, studies unraveling the role of school desks to facilitate handwriting and drawing skills will contribute ultimately children's literacy and overall educational development.

Integrating fundamental movement skills in late childhood.

The study examined how children of different ages integrate fundamental movement skills, such as running and throwing, and whether their developmental status was related to the combination of these skills. Thirty children were divided into three groups (G1 = 6-year-olds, G2 = 9-year-olds, and G3 = 12-year-olds) and filmed performing three tasks: running, overarm throwing, and the combined task. Patterns were identified and described, and the efficiency of integration was calculated (distance differences of the ball thrown in two tasks, overarm throwing and combined task). Differences in integration were related to age: the 6-year-olds were less efficient in combining the two skills than the 9- and 12-year-olds. These differences may be indicative of a phase of integrating fundamental movement skills in the developmental sequence. This developmental status, particularly throwing, seems to be related to the competence to integrate skills, which suggests that fundamental movement skills may be developmental modules.

Modularity and hierarchical organization of action programs in children's acquisition of graphic skills.

The organization of actions is based on modules in memory as a result of practice, easing the demand of performing more complex actions. If this modularization occurs, the elements of the module must remain invariant in new tasks. To test this hypothesis, 35 children, age 10 yr., practiced a graphic criterion task on a digital tablet and completed a complex graphic task enclosing the previous one. Total movement and pause times to draw the figure indicated skill acquisition. A module was identified by the variability of relative timing, pause time, and sequencing. Total movement to perform the criterion task did not increase significantly when it was embedded in the more complex task. Modularity was evidenced by the stability of relative timing and pause time and sequencing. The spatial position of new elements did not perturb the module, so the grammar of action may still have been forming.

Aquisição de habilidades motoras seriadas: influência da experiência prévia no desempenho da dança / Serial acquisition of motor skills: influence of prior experience in the performance of dance

O objetivo do presente estudo foi investigar possíveis impactos do contexto cultural da atividade motora no processo de aquisição de uma nova habilidade motora seriada. Participaram do estudo 30 universitários estudantes de Educação Física, divididos em dois grupos: GD (Grupo com Experiências em Dança) e GE (Grupo com Experiências Esportivas). Foram comparados os desempenhos dos grupos na aquisição de uma tarefa seqüencial, típica do contexto da dança. Os dados foram registrados e analisados por meio de um equipamento de seqüenciamento na forma de um tapete, de uma filmadora Digital e um programa de computador elaborado especificamente para estes fins. As medidas corresponderam ao erro absoluto, erro variável, velocidade de execução e número de intervenções (feedback extrínseco) durante a prática. Os resultados apontaram que ambos os grupos aprenderam a nova tarefa motora. Não foram encontradas diferenças significativas na velocidade de execução e número de erros. Entretanto, GD demonstrou depender significativamente menos de feedback durante a prática, o que corrobora parcialmente com a premissa de influência contexto de atividade motora do indivíduo na aquisição de futuras habilidades. Esses achados merecem uma discussão com base em pressupostos de que os movimentos são representados na memória humana durante o processo ensino-aprendizagem de habilidades motoras.

The purpose of this study was to investigate possible impacts of the cultural context of motor activity in the process of acquiring a new motor skill serial. Study participants were 30 university students of Physical Education, divided into two groups: GD (Group with experience in dance) and GE (Experiences with Sports Group). We compared the performance of groups in the acquisition of a task sequence, typical of the context of dance. Data were recorded and analyzed using a sequencing equipment in the form of a carpet, a digital camcorder and a computer program designed specifically for these purposes. The measures were the absolute error, variable error, speed of execution and number of interventions (extrinsic feedback) during the practice. The results showed that both groups learned a new motor task. There were no significant differences in speed of execution and number of errors. However, MD showed significantly less dependent on the feedback during the practice, which partially supports the premise of the influence of motor activity of the individual in the acquisition of further skills. These findings warrant a discussion based on assumptions that the movements are represented in human memory during the teaching-learning of motor skills.

Relative frequency of knowledge of results and task complexity in the motor skill acquisition.

The aim of this study was to investigate the effects of knowledge of results (KR) frequency and task complexity on motor skill acquisition. The task consisted of throwing a bocha ball to place it as close as possible to the target ball. 120 students ages 11 to 13 years were assigned to one of eight experimental groups according to knowledge of results frequency (25, 50, 75, and 100%) and task complexity (simple and complex). Subjects performed 90 trials in the acquisition phase and 10 trials in the transfer test. The results showed that knowledge of results given at a frequency of 25% resulted in an inferior absolute error than 50% and inferior variable error than 50, 75, and 100% frequencies, but no effect of task complexity was found.

Relação entre a capacidade de sincronização temporal e os padrões fundamentais de movimento rebater e receber em indivíduos com e sem Síndrome de Down / Relation between temporal sincronization ability and fundamental movement patterns striking and catching in individuals with and without Down Syndrome

As capacidades motoras representam uma condição para a execução e aprendizagem de habilidades. A literatura sugere que indivíduos portadores da síndrome de Down encontram dificuldades na capacidade motora de sincronização temporal. O presente estudo teve por objetivo comparar o desempenho de indivíduos normais (grupo controle) e portadores da síndrome de Down numa tarefa de sincronização temporal em condições controladas, de laboratório, com o apresentado em duas outras tarefas de maior validade ecológica, rebater e receber. Os resultados sugerem que indivíduos portadores da síndrome de Down apresentam grande déficit na capacidade de sincronização temporal em tarefas de naturezas diferentes. Foi encontrada correlação positiva entre nível de desenvolvimento e desempenho na tarefa de rebater em ambos os grupos e uma correlação negativa entre o desempenho na tarefa de sincronização temporal de laboratório e o desempenho na tarefa de rebater, em ambos os grupos, normal e síndrome de Down. De modo geral, os resultados apontam que um caminho para a compreensão da natureza dos problemas no comportamento motor de indivíduos portadores da síndrome de Down é a investigação de suas capacidades motoras.

Motor abilities represent a condition for the execution and learning of motor skills. The literature suggests that individuals with Down syndrome have difficulties in the ability of temporal synchronization. The present study had for objective to compare the performance of normal individuals (Control Group) and Down syndrome individuals in a synchronization task in controlled conditions, of laboratory, with their execution in another two tasks of larger ecological validity, striking and catching. The results suggest that Down syndrome individuals present a large deficit on temporal sycronization in different tasks. It was found a positive correlation between development level and performance in the striking task in both the groups and a negative correlation between the performance in the task of temporal synchronization in laboratory and the performance in the striking task, in both the groups, normal and Down syndrome. In general, the results point that a way for the understanding of the nature of the problems in the motor behavior of Down syndrome individuals is the inquiry of its motor abilities.

Modularidade de programas de ação em indivíduos normais e portadores da síndrome de Down / Modularity of action programs in normal and Down syndrome individuals

Habilidades motoras são representadas de forma abstrata em programas de ação. Uma vez formados, esses programas constituem-se em módulos que minimizam as demandas de controle motor em tarefas complexas. O presente estudo investigou se há formação de módulos na aquisição de habilidades motoras em indivíduos normais e portadores da síndrome de Down. Participaram do estudo doze indivíduos divididos igualmente em três grupos (crianças, adultos e adultos portadores da síndrome de Down). Eles praticaram a reprodução manual de um padrão gráfico composto de cinco linhas retas, ao qual foi adicionado um novo padrão após 100 execuções. Os indivíduos portadores da síndrome de Down tiveram dificuldades para formarem módulos e seu desempenho foi similar ao das crianças. A ausência de modularidade no comportamento pode explicar as dificuldades motoras muitas vezes enfrentadas por indivíduos portadores da síndrome de Down(AU)

Modularidade de programas de ação em indivíduos normais e portadores da síndrome de Down / Modularity of action programs in normal individuals and patients with Down syndrome

Habilidades motoras são representadas de forma abstrata em programas de ação. Uma vez formados, esses programas constituem-se em módulos que minimizam as demandas de controle motor em tarefas complexas. O presente estudo investigou se há formação de módulos na aquisição de habilidades motoras em indivíduos normais e portadores da síndrome de Down. Participaram do estudo doze indivíduos divididos igualmente em três grupos (crianças, adultos e adultos portadores da síndrome de Down). Eles praticaram a reprodução manual de um padrão gráfico composto de cinco linhas retas, ao qual foi adicionado um novo padrão após 100 execuções. Os indivíduos portadores da síndrome de Down tiveram dificuldades para formarem módulos e seu desempenho foi similar ao das crianças. A ausência de modularidade no comportamento pode explicar as dificuldades motoras muitas vezes enfrentadas por indivíduos portadores da síndrome de Down

Combinação de padrões fundamentais de movimento: crianças normais, adultos normais e adultos portadores da Síndrome de Down / Combination of fundamental movement patterns in normal children, normal adults and Down Syndrome adults

0 presente trabalho teve por objetivo investigar como indivíduos com e sem Síndrome de Down combinam padrões fundamentais de movimento. 0 critério adotado para identificar a combinação foi a existência de uma sobreposição entre as habilidades envolvidas de modo que a transição entre elas ocorresse sem interrupção. Ns grupos (GC = sete crianças normais; GA = sete adultos normais e GSD = sete adultos portadores da Síndrome de Down) tomaram parte no estudo cuja tarefa era correr e em seguida arremessar uma bola de tênis o mais longe possível. Os indivíduos realizaram três tentativas e, os registros efetuados foram o padrão de movimento utilizado e a distancia alcançada pela bola no arremesso. Por meio da análise das imagens em vídeo foi possível estimar a velocidade desenvolvida ao longo do trajeto de corrida. A maioria dos indivíduos combinou os padrões. Contudo, houve diferenças qualitativas nos padrões de combinação apresentados. Os indivíduos adultos normais comportaram-se mais consistentemente. 0 padrão das crianças não foi qualitativamente diferente dos indivíduos portadores da Síndrome de Down.

Freqüência de feedback como um fator de incerteza no processo adaptativo em aprendizagem motora / Feedback frequency as an uncertainty factor on the adaptative process in motor learning

Este estudo investigou o papel da incerteza no processo adaptativo em aprendizagem motora. Para isso foi utilizada uma tarefa de preensão, com os sujeitos divididos em três grupos com diferente quantidade de feedback: G 1 (feedback a cada execução); G 2 (feedback a cada duas execuções); e G 3 (feedback a cada três execuções). O experimento teve duas fases: estabilização e adaptação. A ANOVA indicou que o erro absoluto diminuiu na primeira fase, e na segunda fase a ANOVA two way com medidas repetidas indicou que o G1 e o G 3 tiveram melhor desempenho que o G 2. A mesma análise estatística foi realizada para o erro variável e na primeira fase os três grupos diminuíram o erro variável, e na adaptação o grupo G1 e o G 3 tiveram menor variabilidade, com a tendência do G 3 ter melhor desempenho nas duas medidas de erro. Pôde-se concluir que a incerteza foi benéfica para a aprendizagem da tarefa de preensão.

This study investigated the role of uncertainty within the adaptative process in motor learning. A grip task was employed, with subjects divided into theree groups with different feedback quantities: G 1 (feeddback in each trial); G 2 (feedback in every two trials); and G 3 (feedback in every tree trials). The experiment consisted of two phases: stabilization and adaptation. The ANOVA indicated that the absolute error decreased in the first phase, and in the second phase the two-way ANOVA, with repeated measures, indicated that G1 and G 3 had better performances than G2. The same statistical analysis was made for the variable error; in the first phase all groups had a decrease in the variable error, and in the adaptation phase G 1 and G 3 had a smaller variability, with a tendency for a better performance by G 3 in both error measures. It is possible to conclude that uncertainty was favorable tho the learning of the frip task.

Cierre de colostomía: a proposito de 10 casos / Colostomy closure: apropos of 10 cases

Se ha realizado un trabajo retrospectivo de 10 casos de cierre de Colostomia en pacientes internados en el H.C.I.P.S. Dentro de las Patologías que llevaron a la colostomía, llama la atención la enfermedad diverticular colon con sus complicaciones- Peritonitis, hemorragia digestiva baja - por mayor incidencia. Debemos de acotar que el tiempo para el cierre de la colostomia ha variado de dos meses a nueve años, señalando de acuerdo al trabajo que el tiempo de promedio es de cinco meses. Es digno de señalar que la preparación colónica con al empleo del manitól ha disminuido considerablemente las complicaciones, así como el uso de antibióticos. Para culminar debemos de señalar que con el empleo de materiales de sintesis no reabsorvible fundamentalmente el uso del seda "OO" "OOO" se ha obtenido mejoras resultados