<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2216-0159</journal-id>
<journal-title><![CDATA[Praxis & Saber]]></journal-title>
<abbrev-journal-title><![CDATA[Prax. Saber]]></abbrev-journal-title>
<issn>2216-0159</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica y Tecnológica de Colombia (UPTC)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2216-01592019000300367</article-id>
<article-id pub-id-type="doi">10.19053/22160159.v10.n23.2019.9735</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[The influence of coordination on the attention stability of children with different nervous system typologies]]></article-title>
<article-title xml:lang="es"><![CDATA[La influencia de la coordinación en la estabilidad de la atención de niños con diferentes tipologías de sistema nervioso]]></article-title>
<article-title xml:lang="fr"><![CDATA[L'influence de la coordination sur la stabilité de l'attention des enfants de dfférentes typologies du système nerveux]]></article-title>
<article-title xml:lang="pt"><![CDATA[A influência da coordenação na estabilidade da atenção de crianças de diferentes tipologias do sistema nervoso]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Georgievich Polevoy]]></surname>
<given-names><![CDATA[Georgiy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Estatal de Vyatka  ]]></institution>
<addr-line><![CDATA[Kírov ]]></addr-line>
<country>Rusia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<volume>10</volume>
<numero>24</numero>
<fpage>367</fpage>
<lpage>386</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2216-01592019000300367&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2216-01592019000300367&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2216-01592019000300367&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The aim of the study is to define the influence of coordination abilities on attention stability development in first graders with different strengths of nervous system. Sixty 7- to 8-year-old schoolchildren from a usual comprehensive school participated in the research. Prior to the research, all children had been differentiated on equal 3 groups. The pedagogical experiment continued 7 months. During research there were changes in the groups. In the group KG, in the Shuttle run test, indicators have worsened from 10,3±0,6 s. to 10,4±0,6 s. (P&gt;0,05), and in the methodic Bourdon Test indicators have worsened on 0,1 p. (P&gt;0,05). In the group EG-2, in which schoolchildren were engaged taking into account the nervous system typology, there were considerable and positive changes. In the Shuttle run test indicators have improved from 10,3±0,6 s. to 9,7±0,5 s. (P&lt;0,05), and in the methodic Bourdon Test indicators have improved on 1,4 p. (P&lt;0,05). If the differentiated approach based on the typology is used, the indicators of movement coordination and attention stability will improve considerably during training.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El propósito del estudio es definir la influencia de las habilidades de coordinación en el desarrollo de la estabilidad de la atención en estudiantes de primer grado con diferentes niveles de fuerza del sistema nervioso. 60 estudiantes entre los 7 y 8 años de escuela integral regular participaron en la investigación. Antes de la investigación, los niños fueron divididos en tres grupos iguales. El experimento pedagógico duró siete meses. Durante la investigación hubo cambios en los grupos. En el grupo KG, en el test Shuttle run, los indicadores empeoraron de 10,3±0,6 segundos a 10,4±0,6 segundos (P&gt;0,05), asimismo, en el metódico Test Bourdon, los indicadores empeoraron en 0,1 puntos (P&gt;0,05). En el grupo EG-2, en el cual los niños fueron agrupados según la tipología, hubo cambios positivos y considerables. En el test Shuttle run los indicadores mejoraron de 10,3±0,6 segundos a 9,7±0,5 segundos (P&lt;0,05), asimismo, en el Test Bourdon, los indicadores mejoraron 1,4 puntos (P&lt;0,05). Si se usa el enfoque diferenciado basado en la tipología, los indicadores de la coordinación del movimiento y de la estabilidad de la atención mejorarán considerablemente durante la formación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Le but de cette étude est de déterminer l'influence des capacités de coordination sur le développement de la stabilité de l'attention parmi des élèves The influence of coordination on the attention stability of children with different nervous system typologies du premier degré ayant des niveaux de force du système nerveux différents. Soixante élèves de 7 à 8 ans appartenant à l'école compréhensive régulière ont participé à la recherche. Avant la recherche, les enfants ont été divisés en trois groupes. L'expérience pédagogique a duré sept mois. Au cours de la recherche, il y a eu des changements dans les groupes. Pour le groupe KG, les indicateurs du Test Léger-navette ont révélé une régression de 10,3±0,6 secondes à 10,4±0,6 secondes (P&gt;0,05), de même un Test de Bourdon méthodique a révélé une régression de 0,1 points (P&gt;0,05). Dans le groupe EG-2, oú les élèves ont été groupés selon la typologie, il y a eu des changements positifs et significatifs. Dans ce cas, les indicateurs du Test Léger-navette ont révélé une amélioration de 10,3±0,6 secondes à 9,7±0,5 secondes (P&lt;0,05), de même le Test de Bourdon a révélé une amélioration de 1,4 points (P&lt;0,05). L'adoption d'une approche différenciée basée sur la typologie permettrait d'améliorer significativement les indicateurs de coordination du mouvement ainsi que la stabilité de l'attention pendant leur formation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O propósito do estudo é definir a influência das habilidades de coordenação no desenvolvimento da estabilidade da atenção em estudantes de primeiro grau com diferentes níveis de força do sistema nervoso. Sessenta estudantes entre os 7 e 8 anos de escola compreensiva regular participaram na pesquisa. Antes da pesquisa, as crianças foram divididas em três grupos iguais. O experimento pedagógico durou sete meses. Durante a pesquisa houve mudanças nos grupos. No grupo KG, no teste Shuttle run, os indicadores pioraram de 10,3 ±0,6 segundos a 10,4±0,6 segundos (P&gt;0,05), assim mesmo, num metódico Teste Bourdon, os indicadores pioraram em 0,1 pontos (P&gt;0,05). No grupo EG-2, no qual as crianças foram agrupadas segundo a tipologia, houve mudanças positivas e consideráveis. No teste Shuttle run os indicadores melhoraram de 10,3±0,6 segundos a 9,7±0,5 segundos (P&lt;0,05), assim mesmo, no Test Bourdon, os indicadores melhoraram 1,4 pontos (P&lt;0,05). Usa-se o enfoque diferenciado baseado na tipologia, os indicadores da coordenação do movimento e a estabilidade da atenção melhorarão consideravelmente durante a formação.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[coordination abilities]]></kwd>
<kwd lng="en"><![CDATA[differentiated approach]]></kwd>
<kwd lng="en"><![CDATA[attention stability]]></kwd>
<kwd lng="en"><![CDATA[types of nervous system]]></kwd>
<kwd lng="en"><![CDATA[younger schoolchildren]]></kwd>
<kwd lng="es"><![CDATA[habilidades de coordinación]]></kwd>
<kwd lng="es"><![CDATA[enfoque diferenciado]]></kwd>
<kwd lng="es"><![CDATA[estabilidad de la atención]]></kwd>
<kwd lng="es"><![CDATA[tipos de sistema nervioso]]></kwd>
<kwd lng="es"><![CDATA[estudiantes de primeros grados]]></kwd>
<kwd lng="fr"><![CDATA[capacités de coordination]]></kwd>
<kwd lng="fr"><![CDATA[approche différenciée]]></kwd>
<kwd lng="fr"><![CDATA[stabilité de l'attention]]></kwd>
<kwd lng="fr"><![CDATA[types de systèmes nerveux]]></kwd>
<kwd lng="fr"><![CDATA[élèves des premiers degrés]]></kwd>
<kwd lng="pt"><![CDATA[habilidades de coordenação]]></kwd>
<kwd lng="pt"><![CDATA[enfoque diferenciado]]></kwd>
<kwd lng="pt"><![CDATA[estabilidade da atenção]]></kwd>
<kwd lng="pt"><![CDATA[tipos de sistema nervoso]]></kwd>
<kwd lng="pt"><![CDATA[estudantes de primeiros graus]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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