Cooperação e competição na aprendizagem motora de crianças

Abstract

Studies have shown that relatedness support can benefit motor learning in adolescents, adults, and the elderly; however, its effects on the child population remain underexplored. An important strategy to promote such support is the adoption of cooperative practice structures, which favor motor learning. Conversely, competitive practice structures appear to undermine the need for relatedness. The aim of the present study was to examine the effects of cooperative and competitive practice structures on motor performance and learning in children. Two studies were conducted using a task that involved hitting tennis balls in an attempt to reach a target placed on the opposite side of the court. The first study investigated the effects of cooperative and competitive practice contexts, through instruction, on children's motor performance and learning. Participants practiced individually and were divided into three experimental groups: Cooperation (COOP), Competition (COMP), and Control. Participants in the COOP group showed significantly better performance compared to the COMP and Control groups; however, this difference was not observed in motor learning. The second study examined the effects of cooperation and competition on paired practice of tennis strokes in children. Participants were divided into two experimental groups: Cooperation (COOP) and Competition (COMP). The groups did not show significant differences in motor performance or learning. However, responses to intrinsic motivation inventory revealed that participants in the COOP group reported greater perceived relatedness, enjoyment, and persistence compared to the COMP group. In conclusion, cooperative instruction benefits children’s motor performance in individual practice, while in paired practice, it enhances perceived relatedness, enjoyment, and persistence during task execution. Further research is warranted to better understand the effects of cooperation and competition on motor performance and learning across different practice contexts.