A educação física escolar na promoção dos níveis de atividade física: uma proposta de intervenção com exercícios físicos sistematizados para estudantes dos anos finais do ensino fundamental

Abstract

The present study aimed to analyze the effects of a systematized physical exercise program, developed within Physical Education classes, on the physical fitness and subjective perceptions of middle school students (final years of Elementary Education). The investigation is characterized as a mixed-methods research, grounded in an explanatory sequential strategy, in which the quantitative phase precedes and informs the qualitative phase. This approach allows for a deeper understanding of the observed phenomena by integrating measured performance with the meanings attributed by the participants. The intervention was conducted over ten weeks at a state public school in the city of Dianópolis, TO, with students from the 6th to the 9th grade. The structured didactic proposal, named Movimenta Escola, consisted of twenty exercise sessions distributed in progressive blocks, designed to be executed in the school environment using simple and easily accessible materials. Quantitative data involved the assessment of body composition and the application of standardized motor tests to measure cardiorespiratory endurance, flexibility, and localized muscular endurance before and after the intervention. Qualitative data were obtained through open-ended questionnaires, aiming to capture students' perceptions of their own active behavior, practical understanding of the exercises, sense of vitality, and stress levels in daily school life. Quantitative results demonstrated statistically significant improvements in motor performance specifically in cardiorespiratory capacity, muscular endurance, and flexibility while body composition remained unchanged throughout the analyzed period. In the qualitative dimension, a transition was observed from purely terminological familiarity to a conceptual appropriation of the practice, with greater clarity regarding the purpose of the exercises and their relationship with health and study routines. It is concluded that the systematization of exercises in school Physical Education is feasible and effectively promotes well-being. The strategy transcends purely biological gains, positioning itself as a tool for inclusion, emotional regulation, and the development of body autonomy, with the potential to contribute to addressing low levels of physical activity and sedentary behavior among adolescents within the public school context.