Instruções explícitas na aprendizagem motora de crianças com Paralisia Cerebral

Autores

DOI:

https://doi.org/10.34024/rnc.2023.v31.15248

Palavras-chave:

memória implicita, memória explícita, aprendizagem motora, paralisia cerebral

Resumo

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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Publicado

2023-09-21

Como Citar

Borrego Perez, D., Costa, I. V., Oliveira, R. P., Bergamin, I. D., Silva, P. S. dos S., Muner, M. C., & Camargo, R. F. de. (2023). Instruções explícitas na aprendizagem motora de crianças com Paralisia Cerebral. Revista Neurociências, 31, 1–19. https://doi.org/10.34024/rnc.2023.v31.15248

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Recebido: 2023-06-23
Aceito: 2023-07-26
Publicado: 2023-09-21

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