Características e efeitos de programas de atividade física escolar para escolares com transtorno do espectro do autismo: uma revisão de escopo
DOI:
https://doi.org/10.47197/retos.v49.95002Palavras-chave:
Exercise, Autism Spectrum Disorder, ASD, Cognition, Physical Activity, Systematic ReviewResumo
Embora os benefícios da prática de atividade física em crianças com transtorno do espectro do autismo (TEA) tenham sido relatados, as características dos programas realizados no contexto escolar e seus efeitos na saúde são menos conhecidos. O objetivo desta revisão foi caracterizar os programas de atividade física escolar e seus efeitos na saúde de escolares com TEA. A revisão foi realizada de acordo com a declaração PRISMA nas bases de dados Medline e PsycINFO, entre os anos de 2010 e 2023. Um total de 20 artigos foram analisados. Foi incluída uma amostra total de 683 escolares com TEA (x̄=10,5 anos e 73,1% do sexo masculino). Os escolares com TEA tiveram 98,1% de adesão aos programas. Os programas de atividade física escolar foram baseados principalmente em exercícios aeróbicos, como caminhada, trote, corrida e ciclismo (45% dos artigos) com duração entre 10-16 semanas (55% dos artigos), com frequência de 2-3 vezes por semana (60% dos artigos) e com sessões de 60 minutos (45%). Por outro lado, as variáveis mais estudadas foram linguagem e motricidade (60% dos artigos) e função psicossocial e cognitiva (50% dos artigos); juntamente com as variáveis de atividade física e nutricional, foi nestas onde se encontrou maior percentual de artigos com efeitos positivos. Os achados sugerem um perfil dos escolares com TEA e as principais características dos programas de atividade física escolar em escolares com TEA quanto à sua extensão, frequência, duração, intensidade, localização e provedor, bem como as variáveis mais avaliadas e com resultados mais positivos. efeitos.
Palavras-chave: Exercício; Transtorno do Espectro Autista; TOCHA; Conhecimento; Atividade física; Revisão do escopo.
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