Estratégias e instrumentos de avaliação dos efeitos de aulas fisicamente ativas no desempenho e na aprendizagem escolar : uma revisão sistemática de estudos de intervenções

Abstract

Object: This is a systematic review of international publications on intervention studies in favor of a dynamic teaching. Early research results in the area indicate benefits in several aspects (health, cognition, performance/learning). This research focuses on strategies and evaluation tools for monitoring educational outcomes. Justification: Due to the required scientific strictness and the lack of resources, it was recommended to apply validated and reliable instruments already existing in the research area. Objective: We sought to analyze strategies and instruments for evaluating the effects of physically active lessons on the performance and school learning of first language and mathematics. Specifically: 1) describe the characteristics of intervention research; 2) systematize the applied assessment strategies; 3) identify the instruments used to measure the effects of physically active lessons on performance and learning school. Methodology: This is a systematic qualitative and quantitative review with researches in the databases of ERIC, PsycINFO, PubMed, Web of Science and Scopus. Results: Forty-nine studies were found dedicated to the evaluation of the effects on mathematics, first language or both curricular components. These are mainly quantitative (n = 23) and longitudinal (n = 43) studies. The studies that described the strategies mainly mentioned the application in two moments (n = 29) in the classroom (n = 11). There was variation in the time of application and the research team (n = 14) and the teachers (n = 4) were the main responsible for applying 34 instruments: standardized, elaborated by researchers or teachers. 17 studies used validated and reliable instruments. The purpose of this research is to support the ERGUER/Aracaju Project and other research in the area. This research, therefore, contributes to the quality of teacher education because this review supports future research in the generation of evidence on the impact of methodological innovations on performance and learning.