Banca de QUALIFICAÇÃO: PATRICK RAMON STAFIN COQUEREL

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : PATRICK RAMON STAFIN COQUEREL
DATE: 17/09/2025
TIME: 11:00
LOCAL:  https://meet.google.com/qfm-btjc-twf 
TITLE:

THE OPEN PEDAGOGICAL APPROACH PROMOTES MOTOR LEARNING AND MODULATES STATE ANXIETY IN UNIVERSITY BEGINNERS IN CAPOEIRA

KEY WORDS:

Neuroeducation; Capoeira; Motor learning; Anxiety; Skin conductance.

PAGES: 150
BIG AREA: Ciências Biológicas
AREA: Fisiologia
SUMMARY:

Teaching and learning methods are subjects of interest in neuroeducation. Learning in martial arts involves a pedagogy of risk management, requiring control of learners' anxiety. Practice organization is a relevant topic in motor behavior, especially in the ecological context of educational institutions, where motor skill acquisition regularly occurs. In sports initiation, motor performance depends on anxiety modulation, as per
the Yerkes-Dodson Law (inverted U theory). Neurophysiological adaptations to stress and motor learning outcomes under different pedagogical approaches remain poorly understood in the specific context of Capoeira initiation, an Afro-Brazilian movement culture. The study aimed to evaluate the effect of a Capoeira teaching program for university beginners on motor learning and anxiety modulation. An experimental study was developed with adult participants (19-55 years old, x̄ = 27.08, sd = 9.4) of both sexes, subdivided into two groups randomly selected by sex, prior Capoeira experience, and trait anxiety profile: 1) experimental group (n=9), open pedagogical approach; 2) control group (n=14), closed pedagogical approach. Both groups participated in a 12- session program of 50 minutes each, with two weekly meetings. A repeated measures model was used to assess dependent variables. State anxiety (IDATE-state questionnaire) was administered immediately before Capoeira Roda 1 and 3, which took place in lessons 4 and 12, respectively. Skin conductance was measured before and after the 12-session program during a Capoeira Roda protocol, using a polygraph (Mindfield Biosystems brand) configured at 10 Hz. Motor learning was measured in two ways: 1) a structured Capoeira initiation interview conducted by an experienced Capoeira practitioner in a blinded manner; 2) body discourse analysis during a Capoeira Roda using Speech Graph software, version 1.0. Data analyses were performed using non- parametric techniques: the Mann-Whitney U test for comparison between independent groups and the Wilcoxon test for paired samples, with a significance level set at p ≤ 0.05. Results showed consistent motor learning in both initiation programs (open and closed pedagogical approaches), with intragroup p ≤ 0.01, but no statistically significant difference between groups. Regarding motor learning based on body discourse analysis, the open pedagogical approach group showed greater diversity in motor skill expressions, with p ≤ 0.05, indicating better body dialogue among Capoeira practitioners. For state anxiety, self-reported results from the IDATE-state showed no difference between groups or within groups between Capoeira Roda 1 (lesson 4) and 3 (lesson 12). Regarding skin conductance, electrophysiological data from the Capoeira Roda protocol indicated better adaptation to stressful conditions at the highest risk  moment of the game (p ≤ 0.02), suggesting better state anxiety modulation in the group that experienced the open pedagogical approach. It w as concluded that an open pedagogical approach promotes motor learning and modulates state anxiety in university beginners of Capoeira. 

COMMITTEE MEMBERS:
Interno - 1243905 - DRAULIO BARROS DE ARAUJO
Interno - 2394627 - EDUARDO BOUTH SEQUERRA
Presidente - 1660044 - SIDARTA TOLLENDAL GOMES RIBEIRO