Currently, physical inactivity and sedentariness in children are becoming increasingly common, resulting in children’s poor ability to perform basic motor patterns. It is important to find strategies that instructors can adopt to improve awareness of the importance of physical activity for health and wellness, as well as motor efficiency. Two teaching methods can be used: prescriptive teaching and heuristic learning. The aim of this study was to compare these two methods to determine which is the most suitable for developing motor efficiency. An additional aim was to verify the children’s level of enjoyment and self-efficacy through questions on perceptions and, subsequently, on awareness of the activity performed distinctly from perception. The sample consisted of 28 children randomly divided into two groups: HEUR-L, performing activities using heuristic learning, a basic method in ecological approach; and PRES-T, using prescriptive teaching, a basic cognitive method. A motor-efficiency test (TEM) and a survey were administered. A two-way ANOVA with repeated measures was used to test differences in motor efficiency. A Chi-square (χ2) test was used to compare differences between groups in terms of perceptions in enjoyment and self-efficacy and, on a second test, awareness of the activity performed. The results were statistically significant (p < 0.05). Both teaching methods improved motor efficiency, although HEUR-L did so to a greater extent. Differences in perception were found in terms of enjoyment and self-efficacy (p < 0.05), whereas there was no difference in terms of awareness (p > 0.05). Although both methodologies led to improvements in motor-pattern development, heuristic learning was found to be the most effective method to improve motor efficiency, relationships and self-efficacy.
Keywords: PA; extracurricular activities; motor patterns; sedentariness; teaching methods.