GENERAL GYMNASTICS FOR ALL: AFFECTIVE AND COGNITIVE EFFECTS ON STUDENTS IN PHYSICAL EDUCATION CLASSES
Abstract
This study aimed to investigate the affective and cognitive issues arising from the thematization of General Gymnastics/Gymnastics for All with students in the Final Years of Elementary School. The descriptive field research was carried out in a qualitative approach through action research. The sample was made up of 30 students from a 6th year class in the Final Years of Elementary School. To obtain the data, a questionnaire was used to capture the students' feelings and perceptions regarding their experiences with gymnastics modalities in the proposed classes. This questionnaire was applied, physically, at the end of the 6 meetings scheduled for the teaching of General Gymnastics/Gymnastics for All (GG/GPT), in order to check whether there was a change in the perception of the modality and its effects on the participants. The data collected using the questionnaire were transcribed into digital format, tabulated and revisited using the Microsoft Word Program. The Bardin frequency thematic content analysis technique was used, which enabled the creation of the main analytical categories and their respective subcategories. These categories were extracted through exploration of the material in order to find the points that stood out the most, which served to outline the analysis categories. From this analysis, 4 categories emerged: 1) Positive Affective Aspects; 2) Negative Affective Aspects; 3) Cognitive Aspects and 4) Miscellaneous. In each category there are subcategories, which contain the specificity of the results obtained. It was evident from the investigation of the data that there were positive relationships between the practice of GG/GPT and individual and collective socio-affective issues as well as benefits in the motor and broad cognitive spectrum of students.
