Postural education in elementary school students: Investigating the role of the teacher, educational games and parents

The objective was to examine changes in theoretical knowledge of seated posture and bearing and carrying weight resulting from educational programs involving reinforcement administered by the teacher, trained parents and educational games. A quasi-experimental delineation was undertaken with 24 pupils in a third grade class in a municipal elementary school in the city of Bauru, Brazil. Initially the theoretical knowledge of the subject was evaluated (M1). Next, all of the pupils received instruction by way of expository lessons and after a week were reevaluated (M2). After this phase, the pupils were randomly divided into two groups: group 1 received instruction based on educational games and repetition by the teacher; group 2 was administered educational games and repetition by the teacher and trained parents. Finally, after one week a third evaluation was undertaken (M3). For analysis of the total number of students’ correct responses at points 1 and 2, and within each group (with and without reinforcement by parents) at points 2 and 3, the Wilcoxon test was administered. Comparison of the differences in correct responses between groups 2 and 3 was made with the Mann Whitney test. Through comparison of the respective evaluation points within each classroom, it was determined that all classrooms presented statistically significant results, with improvement obtained in the measurements from point 1 to point 2. In the comparisons within each group at points 2 and 3, it is noted that there was a statistically significant increase in the number of correct responses; in comparisons between the groups, there were no statistically significant differences. It can be concluded that expository lessons, reinforcement from the teacher and educational games led to an increase in the students’ knowledge about seated posture and bearing and carrying weight, while reinforcement by parents did not influence the students’ levels of knowledge.