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- Déficits no comportamento de atividade física em crianças com transtorno do desenvolvimento da coordenação: revisão sistemáticaPublication . Mercê, Cristiana; Cordeiro, Jéssica; Romão, Catarina; Branco, Marco A. C.; Catela, DavidThe Developmental Coordination Disorder (DCD) affects about 5 to 6% of school-aged children, being one of the most common developmental problems in childhood. A dated review identified that DCD children had lower levels of physical activity than their peers however, they did not investigate the implications of this lower activity in the children's lives. The present systematic review aimed to identify: i) differences in physical activity levels between children with developmental coordination disorder (pDCD) and typical development, ii) the repercussions of these differences, and iii) main instruments used in the measurement of physical activity. A comprehensive search in five databases was performed (Science Direct, PubMed, Web of Science, EBSCO, Cochrane), including grey literature. After finding 785 publications, 16 studies were included. This review verified that pDCD children have lower levels of moderate and vigorous physical activity, with possible implications at physical (e.g., higher percentages of fat mass) and psychological (e.g., increased levels of frustration) levels. This review confirms that children with pDCD are less active than children with typical development and have a higher risk of developing cardio-metabolic diseases. Parents, teachers, schools and communities should create motivational environments for youngsters with DCD to engage and maintain physical activity as they move into adulthood.
- Affording heading in preschool and club childrenPublication . Mercê, Cristiana; Catela, David; Pereira, M.; Teixeira, G.; Figueiredo, M.; Coelho, R.; Serrão-Arrais, Ana; Brígida, NancyHeading is an identitary skill of European football, that requires a balance between physical safety and acquisition, achievable through balloons with minimal impact and slow approach. This study aimed to investigate whether preschool children (P) (N=44, M=3.91±0.87 years, ♀=24) can perform self-heading using this educational solution and whether they demonstrate a performance similar to boys in football schools (F) (N=14, M=4,57±,65 years). They were asked to perform as many consecutive self-headings as possible with a balloon, in 3 trials, without attempt restrictions. The balloon afforded to head in 3-years-old, without gender differences, reinforcing the importance of equal gender opportunities for practice. A transition is observed from 3 to 4 years, with an increase in frequency and a reduction in the time between headings. At 4 and 5 years old, the F performs better than the P. In both groups, individualized motor competence occurred. The balloon should be used to explore heading in children aged 3, with advantages in P, compared to the limited recruitment capacity found in group F. The age of 3 years may be characterized as the beginning of the sensitive period for the acquisition of heading.
- Aprendizagem do nó de oito em crianças dos 6 aos 9 anos de idadePublication . Torres, D.; Rosa, Paulo; Sovela, A.; Escobar, C.; Inácio, G.; Rodrigues, H.; Silva, I.; Serrão-Arrais, Ana; Catela, DavidCrianças com 10 anos já conseguem realizar um nó tão complexo e essencial em várias atividades como o de 8 simples. Fomos verificar se crianças com menos de 10 anos conseguiam executar este nó. Quarenta e uma crianças entre os 6 e os 9 anos (6,98±0,91) (meninas=24- 7,0±0,89 anos; meninos= 6,94±0,97), exploraram a sua execução (A) através de vídeo na perspetiva própria, com possibilidade de visualizações intercalada, até conseguir 3 sucessos consecutivos, seguida de testes de retenção (R) e transferência (T). Não se observou diferença entre géneros, mas há indicadores que sugerem maior facilidade das meninas no T. Entre os 6 e os 9 anos, não há diferença de prestação e qualidade de execução do nó, embora se observe abandono de algumas aos 6 e 7 anos, pelo que é de admitir que aos 6 anos as crianças já entraram no período sensível de aquisição deste nó, embora não todas. Dada a diversidade de condições propiciadas, recomenda-se facultar às crianças não só poderem ver, como as vezes que desejarem, verem e fazerem simultaneamente, podendo alternar estes comportamentos. Sugere-se a introdução do nó de 8 no 1ºCEB, através de visualização em vídeo, na perspetiva pessoal.
- Orienteering using realistic map (colored aerial photography) with kindergarten childrenPublication . Catela, David; Barroso, Marisa; Seabra, Ana Paula; Figueiredo, Raquel; Franco, RaquelOrienteering is the capacity to be able to locate ourselves in a space and to move to a desired location, using autonomously a map; and develops the capacity of visual perspective, spatial structuring, detection and combination of relevant information (Barroso, Bento, & Catela 2014; Heft, 2013; Jansen-Osmann & Wiedenbauer, 2004). The use of a map implies that the child perceives and associates three-dimensional information (environment) with two-dimensional information (map/photography); being expectable an association between spatial orientation capacity and the development of cognitive abilities (Allen & Ondracek, 1995). From the age of 3 years, children can orient themselves in small spaces (Bluestein & Acredolo, 1979; Blaut, Stea, Spencer, & Blades, 2003), as well as in unknown spaces, looking for hidden objects, if the map they use is realistic, e.g., aerial photography of the space to be explored (Barroso, 2014). If the map has colors, the children's orientation capacity increases (Gouteux & Spelke, 2001; Herers & Spelke, 1996; Jansen-Osmann & Wiedenbauer, 2004). If the map is not aligned with real space, the orientation becomes inefficient (Presson & Hazelrigg, 1984); and, if children can analyze the map before using it, they become faster to orient themselves in the space (Uttal & Wellman, 1989; Sandberg and Huttenlocher, 2001), e.g., at the beginning of the activity, helping them to identify in the map where they are at the moment and to associate space locations with locations represented in the map, other than those that they will search for (e.g., Barroso, 2014). The ability of children to orient themselves in enlarged spaces increases with age (Cohen & Schuepfer, 1980; JansenOsmann & Wiedenbauer, 2004), with no gender differences found (Barroso, 2014). After informed consent and assent, we asked 12 children, aged between 3 and 6 years (4.67 ±, 89, 4 girls) to find 5 small objects (e.g., Barroso, Bento, & Catela 2014), hidden always in the same places in the playground of their school. The time spent on the task, the number of objects actually found and the number of map reorientations made were obtained. The photograph was in color (Gouteux & Spelke, 2001; Hermer & Spelke, 1996); before starting the activity, the child was helped to locate himself/herself and to identify an existing building on the map (Uttal & Wellman, 1989; Sandberg & Huttenlocher, 2001; Barroso, 2014). A child of 3 years interrupted the activity after arriving at the third place. The Kruskall-Wallis and Mann-Whitney tests were used for intergroup comparisons and the Spearman correlation coefficient for association between variables, for a level of significance of 05; through the IBM-SPSS program, version 24. The results revealed that there were no significant differences between genders (cf., Barroso, 2014) nor between ages. There was a significant direct association between age and number of map reorients performed (rho (12) =,582, p˂,05), and a significant inverse association between age and time spent performing the activity (rho (12) = (-),726, p˂,01). An analysis of the sequence of visited sites reveals that each child did so in it own way; with no common pattern identified among them (cf. Græsli, Bjerva, & Sigurfónsson, 2009). This study confirms Barroso (2014, cf. Barroso, Bento, & Catela, 2014) results, i.e., preschool children can successfully use a photograph as a map to orient themselves in an enlarged space; however, age, as a general indicator, suggests that older children can do it more quickly (Cohen & Schuepfer, 1980; Jansen-Osmann & Wiedenbauer, 2004) and better manage the spatial alignment between the map and real space (cf. Presson & Hazelrigg, 1984). Given the importance of this activity for the development of competences in children (e.g., Heft, 2013, Blaut, Stea, Spencer, & Blades, 2003; Hermer & Spelke, 1996), it inclusion and implementation in the kindergarten education programs, as well as in the formation of teachers for basic education, are strongly encouraged.
- Fine motricity in finger tapping test with children: variability analysis with lyapunov exponentePublication . Mercê, Cristiana; Catela, David; Brígida, Nancy; Rafael, D.; Olhos, B.; Gonçalves, M.; Branco, Marco A. C.Recent advancements in nonlinear methodologies have allowed deeper analysis of motor control during development. This study aimed to analyse the evolution of the fine motor skills in children aged 6 to 9 years old through the Lypaunov Exponent (LyE). It was asked to 60 children (M=8,141±1,064 years) to perform the finger taping test, 6 trials in each hand, starting with their preferred one. An inertial sensor was attached to the index finger to collect three-dimensional angular velocity. The LyE values were calculated per child, hand, and movement axis. The results highlighted a notable distinction between the 6- and 7-year-old and the 8- and 9-year-old, aligned with the different phases of motor development. The older ones presented higher variability, which can reflect their greater proficiency in this fine motor task, due to their extensive practice at school context. LyE analysis seems to be sensitive to changes that occur during different phases of motor development.
- Recorrence Quantification Analysis during the finger tapping test in children of the primary schoolPublication . Branco, Marco A. C.; Catela, David; Brígida, Nancy; Rafael, Diana; Oliveira, Joana; Olhos, Beatriz; Gonçalves, Mariana; Mercê, CristianaThe Recurrence Quantification Analysis (RQA), applied to fine motor skills in children, may be used to observe the behavior of the state of the child, which allows to study and understand the process that he/she is going through. This study aims to analyze the evolution of the fine motor skills between 6 and 9 years old. An inertial sensor was used to collect 3D data during FTT from 60 primary school children and was calculated Recurrence (REC) and Determinism (DET) of the collected time series. Results shows a decrease of REC and DET along ages and higher values in non-preferred hand. RQA shows great sensibility to evaluate fine motor skills and its visible an onset of differentiation between hands through these ages.
- Atitudes de crianças de 8-10 anos e de suas mães sobre brincar: estudo exploratórioPublication . Catela, David; Seabra, Ana Paula; Dória, Matilde; Sambú, Sabina; Alendouro, Natacha; Serrão-Arrais, AnaÉ objetivo deste estudo analisar atitudes de crianças e mães relativamente a comportamentos, atividades e ambientes de brincar. Foram obtidas 43 respostas de mãe e sua criança (8,74±,62 anos, 27 meninas) a questionários individuais (1,2), durante maio de 2021. Os resultados revelaram duas atitudes distintas por parte das mães, as mais cautelosas, supervisoras e orientadoras; e, as mais informais, facilitadoras e delegadoras. Também nas crianças se detetam duas atitudes- a da criança imersiva, exigindo mais tempo livre e mais tempo para brincar, desejando que a sua comunidade organize atividades; e a da criança que não gosta que lhe diga o que fazer, aborrecida por não ter o que fazer depois da escola e desejosa de atividades divertidas.
- Learning to cycle: from training wheels to balance bikePublication . Mercê, Cristiana; Branco, Marco A. C.; Catela, David; Lopes, Frederico; Cordovil, R.Background: Learning to cycle is an important milestone in a child’s life, so it is important to allow them to explore cycling as soon as possible. The use of a bicycle with training wheels (BTW) for learning to cycling is an old approach practiced worldwide. Most recently, a new approach using the balance bike (BB) has received increased attention, and several entities believe that this could be most efficient. Drawing on the work of Bronfenbrenner (1995) and Newel (1986), this study aimed to analyse the effect of BB’s use on the learning process of cycling independently. Methods: Data were collected in Portugal from an online structured survey between November 2019 and June 2020. Results: A total of 2005 responses were obtained for adults and children (parental response). Results revealed that when the BB’s approach was used, learning age (LA) occurred earlier (M = 4.16 ± 1.34 years) than with the BTW’s approach (M = 5.97 ± 2.16 years) (p < 0.001); or than when there was only the single use of the traditional bicycle (M =7.27 ± 3.74 years) (p < 0.001). Conclusions: Children who used the BB as the first bike had a significantly lower LA than children who did not use it (p < 0.001). To maximize its effects, the BB should be used in the beginning of the learning process.
- Cabeceamento a pares com bola de espuma e com balão em rapazes praticantes de futebol com 8-9 anos de idadePublication . Catela, David; Serrão-Arrais, Ana; Matos, RuiA prática do cabeceamento em crianças é possível com balão. Objetivo: Analisar o uso do balão em modo de brincar cooperativo. Amostra: 16 rapazes praticantes de futebol (idade 8,5±0,52 anos; experiência- 2,37±1,82 anos). Método: Emparelhamento aleatório, para uso de bola de esponja (BE) e balão (B), cada com 3 ensaios, em 2 condições, alternadas entre os pares: frente a frente (F); com ressalto à parede (R). Resultados: A ordem de apresentação das condições não influenciou o número total de cabeceamentos partilhados conseguidos (CP), o tempo total de prática efetiva (PE) e o número total de tentativas (para conseguir pelo menos 1 CP) (T). A idade e a experiência não estão associadas ao CP. Com B, nas condições F e R, há significativamente mais CP; menos T; e, mais PE, que com BE. Com B, na condição F, há significativamente mais CP; menos T; e, mais PE, que na R. Discussão: Em ambas as condições, o B propiciou brincar cooperativo, com mais sucesso motor (CP), conseguido com menos fracassos (T), e com envolvimento em mais tempo de prática.
- Training programmes to learn how to ride a bicycle independently for children and youths: a systematic reviewPublication . Mercê, Cristiana; Vilar Pereira, Joana; Branco, Marco A. C.; Catela, David; Cordovil, R.Background: The bicycle is a popular means of transportation, exercise, recreation and also socializing for children worldwide, allowing them several physical and psychological benefits. Several methodologies and types of bicycles have been used for learning how to cycle, however, the best approach is still unclear. Purpose: The purpose of this study was to review and summarize the existent studies of programmes that aim to teach children how to ride a bicycle independently, in order to identify which possibilities lead to a more efficient intervention. Methods: A comprehensive search was performed in seven electronic databases (TRID, CENTRAL, Web of Science, SCOPUS, EBSCO, ProQuest Dissertations and Theses and Google Scholar), including grey literature and the citations of relevant articles, from their inception to April 2020. Studies were included according to the eligibility criteria: children and youths aged 18 or less, with and without disabilities; intervention programmes that aimed to teach how to ride a bicycle with a pre- and post-intervention assessment regarding the ability to ride. The Downs and Black checklist was used for quality assessment. Results: Nine intervention studies, including a randomized controlled trial, were included. The mean quality score was 11.8 ± 3.6 points. Just one of the included studies was targeted at children without disabilities. Different facilitating constraints and barriers were identified, which resulted in a list of tips for future intervention programmes to teach children how to ride a bicycle. The facilitating constrains were using a progressive learning strategy; using an individualized approach; making bicycle adjustments; having motivated children and having family support throughout the learning process. The barriers were: the fear of falling; lack of parents’ support; and lower leg strength. Learning to cycle was also associated with a decrease in sedentary time, increase in physical activity, improvement in leg strength, and a positive influence on body composition, indicating that it can be a solution to disrupt the cycle of consistent weight gain over time in children with disabilities. Conclusions: There is a gap concerning intervention studies to teach children without disabilities how to cycle. The best strategy is probably aprogressive learning strategy by using simpler training bicycles that enable the child to explore balance from the beginning, and simpler exercises first. Teaching programmes should adopt an individualized intervention, feedback and motivation, considering each child’s specific characteristics.
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