Physical Literacy e Desempenho em Leitura de escolares amazônicos : um estudo de associação

Abstract

Rationale: Permanent involvement in physical activities throughout life requires Physical Literacy, a phenomenon encompassing human development, including the affective, physical, behavioral and cognitive dimensions. Thus, it seems plausible to expect Physical Literacy to be related to school performance that occurs in these same domains, such as reading performance in the cognitive domain. However, Previous studies have presented conflicting results, and no studies on this subject in the Amazon region. Objective: To investigate the association between Physical Literacy and Reading Performance in Amazonian schoolchildren. Method: This is an association, cross-sectional, quantitative study carried out with Amazonian schoolchildren (n=100; aged between 10 and 13 years; 43% male) from 3 public schools in the municipality of Borba (Amazonas); the Brazilian Assessment for Children from Physical Literacy, Leisure Physical Activity Questionnaire, Body Mass Index, Supine-To-Stand (STS) and Reading Performance Subtest-II were used; and Spearman's correlation test (p ≤ 0.05) was used to analyze the data. Results: Among the Physical Literacy variables, motor competence showed a significant correlation with reading performance, suggesting that it can play a fundamental role in promoting cognitive processes related to learning to read. Conclusion: The implementation of holistic and inclusive approaches in investigations related to the comprehensive development of children and adolescents is necessary to transcend theoretical ideas and occupy educational spaces for promoting a healthy and active lifestyle under the framework of Inclusive Education and Human Rights.