Instrucciones explícitas en el aprendizaje motor de niños con Parálisis Cerebral
DOI:
https://doi.org/10.34024/rnc.2023.v31.15248Palabras clave:
Memoria explícita, memoria implícita, aprendizaje motor, parálisis cerebralResumen
Introducción. La parálisis cerebral (PC) es principalmente un trastorno neuromotor que afecta el desarrollo del movimiento, el tono muscular y la postura. Considerando que la principal, característica de los niños con parálisis cerebral son las deficiencias neuromotoras, se entiende que la ampliación de la funcionalidad proviene de una planificación que tiene como objetivo prevenir trastornos musculoesqueléticos secundarios, potenciar la motricidad y una mayor participación en las actividades de movilidad y tareas de la vida cotidiana. Objetivo. Evaluar la influencia del conocimiento explícito en el aprendizaje motor de niños con PC. Método. Se trata de un reporte de caso realizado en la Universidad São Francisco, campus Bragança Paulista. Se incluyeron dos niños de 4 años con PC. Los responsables fueron notificados por contacto telefónico e instruidos sobre la formación y finalidad de la investigación. Resultados. El uso de instrucciones explícitas en etapas tempranas del aprendizaje motor en niños con PC favoreció la adquisición de habilidades con estabilización y retención temprana en los dos casos presentados. Conclusión. El uso de instrucciones explícitas durante el aprendizaje motor de niños con PC puede favorecer la adquisición de habilidades con estabilización y retención tempranas, sin embargo, no es posible afirmar su relevancia para la generalización de las ganancias.
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Derechos de autor 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
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
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##plugins.generic.dates.published## 2023-09-21
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