Instruções explícitas na aprendizagem motora de crianças com Paralisia Cerebral
DOI:
https://doi.org/10.34024/rnc.2023.v31.15248Palavras-chave:
memória implicita, memória explícita, aprendizagem motora, paralisia cerebralResumo
Introdução. A paralisia cerebral (PC) é primariamente um distúrbio neuromotor que afeta o desenvolvimento do movimento, tônus muscular e postura. Considerando que a principal característica das crianças com paralisia cerebral são as deficiências neuromotoras, compreende-se que a ampliação da funcionalidade decorra de um planejamento que objetive a prevenção de agravos musculoesqueléticos secundários, a potencialização das capacidades motoras e maior envolvimento em atividades de mobilidade e tarefas do cotidiano. Objetivo. Avaliar a influência do conhecimento explícito na aprendizagem motora de crianças com PC. Método. Trata-se de um relato de casos realizado na Universidade São Francisco, campus Bragança Paulista. Foram incluídas 2 crianças com PC de 4 anos. Os responsáveis foram notificados por meio de contato telefônico e orientados sobre o treinamento e finalidade da pesquisa. Resultados. A utilização de instruções explícitas nas fases iniciais da aprendizagem motora de crianças com PC favoreceu a aquisição de habilidades com estabilização e retenção precoce nos dois casos apresentados. Conclusão. A utilização de instruções explícitas durante a aprendizagem motora de crianças com PC pode favorecer a aquisição de habilidades com estabilização e retenção precoce, todavia, não é possível afirmar sua relevância para generalização dos ganhos.
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Copyright (c) 2023 Danielle Borrego Perez, Isabella Vendramini Costa, Rafael Pereira Oliveira, Isabela Dias Bergamin, Paulo Sérgio dos Santos Silva, Maristela Campos Muner, Renato Franco de Camargo
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
Aceito: 2023-07-25
Publicado: 2023-09-21
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