This investigation intends to examine whether there is a correlation between the speed of execution of mathematical tasks successfully resolved and the execution speed of the physical motor control tasks. The specific objectives defined are: knowing if there is a correlation between the times obtained in the activity of Mathematics and times in the activity of Motor Expression; Verify if there is a correlation between the times obtained in the activity of Mathematics and times in the group activity; Verify if there is a correlation between the times obtained in Motor Expression activity and the times obtained in the group activity. The methodology adopted for the realization of this study falls mainly on a positive paradigm, assuming a correlational nature typology. The study was conducted with a group of 22 children. These children performed three timed activities, individually, one for each domain and for the group task. The data analysis was conducted using the statistical program SPSS (version 20). After analysis and processing of data we have obtained positive correlation for all tests, however with very different correlation coefficients. We had a correlation coefficient of r = 0.051 between the activity of Mathematics and the activity of Motor Expression, revealing a tiny positive correlation. The test between the activity of Mathematics and Group Activity originated the correlation index r = 0.749; revealing a moderate positive correlation. In the test between the activity of Motor Expression and Grupo Activity, we had a correlation coefficient r = 0.191, which indicates a weak positive correlation. It was still observable that these data change when we focus only on the results of children aged 5 years old. In the first a correlation index r =0.315 was obtained, changing from tiny to weak positive; the second got an index r = 0.843, changing from moderate to strong positive; the third got an index r = 0.678, and therefore the positive correlation moderate.
Introduction: The main purpose of this study was to compare the physical fitness levels and body mass index of students from urban and rural residences at an elementary school in Portugal. Methods: The sample covered 270 students, 142 male and 128 female, aged between 9 and 16, from the 5th to the 9th grade. The Fitnessgram test battery (NES, 2002) measured the physical fitness, the body mass index was based on reference values from the World Health Organization (1995) and the students' profiles were assessed through biographical archives provided by the school. Results: The test results only demonstrated significant differences (p<0.05) amongst these students: Females in the 5th and 6th grade in the following tests, trunk extension with better results in students from rural residences and middle strength, with better results in students from urban residences; Males in the 5th and 6th grade in the following tests: the shuttle run with better results in students from rural residences; Females between 7th and 9th grade in the following tests: trunk extension with better results in students from urban residences. Conclusions: Significant differences were not observed between the levels of physical fitness and BMI related to the place of residence (rural and urban).
Several studies claim that the physical effort of students during Physical Education classes (PE) is low. There is a lack of desire to change or improve physical fitness levels. Purpose: In this study, we intend to analyse the average values of heart rate (HR) during different phases of the PE class, trying to identify possible differences between collective and individual sports (basketball and apparatus gymnastics). The sample consisted of a group of 15 students, 5 female and 10 male (15.2± 12:56 years) and the study was conducted over 10 sessions (5 of each type), registering values of HR (bpm) using HR monitors (Polar Electronic, FT1 model). Results: After exploratory data analysis there were significant differences in the transition phase (basketball: 146 ± 27.2 bpm, p = 0.001; apparatus gymnastics: 138.4 ± 25.8 bpm, p = 0.001) and the drilling stage (basketball: 151.2 ± 26.1 bpm, p = 0.000; gymnastics apparatus: 143.0 ± 27.0 bpm, p = 0.000). In the process of organizing, the differences were not significant (basketball: 136.8 ± 26.2 bpm, p = 0526; apparatus gymnastics: 132.3 ± 23.9 bpm, p = 0526). Conclusions: Having these results, we believe that PE teachers should plan sessions that provide increased uptime and higher levels of intensity for students, especially in periods of drilling, regardless of the class.
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