The learning styles are cognitive, affective, and physiological traits concerning how students perceive and process information, which is why their knowledge is relevant to enhance the methodologies of classes by teachers and learning strategies by students. Although there are several models that define and evaluate learning styles, a few of them have been used in physical education, highlighting the theories of Alonso, Gallego and Honey, the Kolb model, Herrmann's theory of brain dominance and Model VAK. The few studies carried out in this sample show a preference for reflexive, divergent, dominated B (organized) and D (holistic) styles and for a kinesthetic style. Further studies are required on how students perceive and process information in various areas of education, with the aim of contributing with one more tool to improving the teaching-learning process.
Introducción: la electroencefalografía es una útil herramienta para estudiar la asociación entre actividades motrices y las funciones cognitivas. Material y método: el objetivo de la presente investigación fue conocer los efectos de 30 minutos de ejercicio aeróbico sobre las ondas cerebrales gamma durante la resolución de una prueba de atención selectiva. La muestra estuvo constituida por 12 estudiantes universitarios (7 experimentales y 5 controles). El registro de la actividad cerebral se realizó con dispositivo cerebro-interfaz Emotiv Epoc® durante la resolución de la prueba de atención selectiva de Toulouse-Piéron realizada antes y después de 30 minutos de ejercicio físico aeróbico. Resultados: se observan variaciones en los índices de Hurst en la región prefrontal derecha e izquierda, además de la región temporal izquierda después de la realización del ejercicio físico. Las correlaciones de las regiones frontales, temporales y occipitales aumentaban o disminuían tras la intervención, pese a que los puntajes en la prueba aumentaron en todos ellos. Conclusiones: no es posible asociar un funcionamiento cerebral único con la mejora en los resultados de una prueba cognitiva tras el ejercicio físico, dando cuenta de la enorme variabilidad de las estrategias cerebrales para la resolución de un problema cognitivo.Abstract. Introduction: Electroencephalography is a useful tool for studying the association between motor activities and cognitive functions. Material and method: the aim of this research was to study the effects of 30 minutes of aerobic exercise on gamma brain waves during the resolution of a selective attention test. The sample consisted of 12 university students (7 experimental and 5 control). The recording of brain activity was performed with brain-interface device Emotiv Epoc® during the resolution of the Toulouse-Piéron selective attention test conducted before and after 30 minutes of aerobic physical exercise. Results: variations in Hurst indices are observed in the right and left prefrontal regions, in addition to the left temporal region after physical exercise. The correlations of the frontal, temporal and occipital regions increased or decreased after the intervention, although the scores on the test increased in all of them. Conclusions: it is not possible to associate a single brain function with the improvement in the results of a cognitive test after physical exercise, as there exists an enormous variability of brain strategies for solving a cognitive problem.
IntroductionThe continuous practice of physical exercise has been shown to have positive effects on various metabolic functions such as cardiovascular capacity, pulmonary ventilation, secretion of certain hormones, platelets function and coagulation, renal function, etc.1,2 as well as being associated with a decrease in chronic non-contagious diseases such as diabetes, cardiovascular diseases and respiratory diseases. 3,4 But in the last decades, physical exercise has been linked to improvements in brain structures, which leads to an improvement in cognitive functions such as attention, memory, planning, inhibition, etc. 5 This last situation has allowed establishing a relation between the practice of physical exercise and the academic performance. 6−8The academic performance corresponds to a system that measures the achievements and the construction of knowledge in the students. In many educational systems this concept is often associated with a rating scale (1 to 10, 1.0 to 7.0, 0 to 100, etc.) with an approval value (for example, on a scale of 1 to 10, a value of 6 indicates the student's approval). Artunduaga 9 establishes the importance of demographic variables (age, sex, work, etc.), cognitive (abilities, intelligence, etc.) and attitudinal variables (interest, motivation, self-concept, etc.). For its part, Barahona 10 shows that variables such as gender, conformity to studied area and qualifications in verbal and mathematical tests, are excellent predictors of general academic performance. Other authors such as Pérez & Castejón 11 establish that verbal self-concept and verbal fluency are the best predictors of language performance, whereas numerical aptitude and mathematical self-concept better predict mathematical outcomes. Finally, Tejedor 12 establishes gender, age, personality, intelligence, motivation, study habits, teaching methods, evaluation strategies, parental studies, etc., as representing important elements that can determine academic performance.Most models that account for factors influencing qualifications include cognitive variables such as attention, memory and executive functions. 13,14 In addition, numerous studies establish the relationship between practicing physical exercise and cognitive function improvement.15−18 This fact allows establishing a relation between the practice of physical exercise, the improvement of cognitive functions and the increase of the academic performance of the students. On the other hand, an investigation of Beck et al. 21 applied a 6-week intervention to 165 Danish children (7,5± 0,02 years old) where he associated motor work with performance in mathematics. The control group received conventional math classes, the intervention group 1 (G1) received a math class integrated with gross motor movements and intervention group 2 (G2) received an integrated math class with fine motor movements. The children were examined before, immediately after and 8 weeks after the intervention. It was used a standardized mathematical test to evaluate mathematical performan...
Introducción: en las últimas décadas el electroencefalograma se ha utilizado para estudiar los efectos del ejercicio físico sobre la actividad eléctrica cerebral, incluyendo nuevos paradigmas con matemáticas no lineales y teoría del caos. Material y método: El objetivo de la presente investigación fue determinar los efectos de 30 minutos de ejercicio físico aeróbico sobre la actividad neurofisiológica cerebral durante un estado basal. La muestra estuvo constituida por 13 varones voluntarios (siete experimentales y seis controles). El registro de la actividad cerebral (electroencefalografía) se realizó a través de un dispositivo cerebro-interfaz Emotiv Epoc® mientras los estudiantes permanecían dos minutos sentados con los ojos cerrados. Los registros se realizaron antes y después de un trabajo aeróbico de 30 minutos de trote. Resultados: las ondas delta presentan variaciones similares de los índices de Hurst entre sujetos del grupo control y experimental en las cortezas prefrontales temporales y occipitales, situación similar que ocurre con las ondas theta. Las ondas alfa resultan ser las más estables con pocas modificaciones entre la primera y segunda medición. Las ondas beta presentan variaciones similares en la región prefrontal y occipital entre el grupo control y experimental, pero en la región temporal existe mayor número de modificaciones en los sujetos que realizaron ejercicio físico. Las ondas gamma presentan mayor variabilidad en los sujetos controles con respecto a los experimentales. Conclusiones: Los índices de Hurst de las ondas delta, theta, alfa., beta y gamma de la corteza prefrontal, temporal y occipital en estado basal aumentan y disminuyen, sin encontrarse un patrón característico tras la intervención con ejercicio físico.Abstract. Introduction: In recent decades the electroencephalogram has been used to study the effects of physical exercise on brain electrical activity, including new paradigms with nonlinear mathematics and chaos theory. Material and method: The aim of this research was to determine the effects of 30 minutes of aerobic physical exercise on brain neurophysiological activity during at basal state. The sample consisted of 13 male volunteers (seven experimental and six controls).The recording of brain activity (electroencephalography) was performed through the brain-interface device Emotiv Epoc® while the students sat with their eyes closed for two minutes. The logs were performed before and after a 30-minute aerobic exercise.Results: delta waves show similar variations of Hurst indices between control and experimental group subjects in temporal and occipital prefrontal cortex, a similar situation as with theta waves. Alpha waves turn out to be the most stable with few modifications between the first and second measurements.The beta waves show similar variations in the prefrontal and occipital regions between the control and experimental groups, but in the temporal region there are more modifications in the subjects who performed physical exercise. Gamma waves show greater variability in control subjects compared to experimental ones.Conclusions: The Hurst indices of delta, theta, alpha, beta and gamma waves of the prefrontal, temporal and occipital cortex at baseline increase and decrease, without finding a characteristic pattern after intervention with physical exercise.
Introducción: diversos estudios describen manifestaciones motrices y cognitivas con la actividad cerebral registrada en el electroencefalograma, incluso en los últimos años se estudia el cerebro como un sistema dinámico complejo, utilizando matemáticas del caos y análisis fractales. Material y método: El objetivo de la presente investigación fue conocer los efectos de 30 minutos de ejercicio físico aeróbico sobre la actividad neurofisiológica cerebral durante la resolución de pruebas de atención selectiva. La muestra estuvo constituida por 14 varones voluntarios (siete experimentales y siete controles). El registro de la actividad cerebral (electroencefalografía) se realizó a través de un dispositivo cerebro-interfaz Emotiv Epoc® mientras los estudiantes resolvían la prueba de Toulouse-Piéron. El registro se realizó antes y después de un trabajo aeróbico de 30 minutos de trote.Resultados: se observa un aumento del índice de Hurst en la corteza temporal derecha tras el ejercicio físico y valores similares en la corteza prefrontal y occipital en las mediciones pre y post intervención. Todos los sujetos presentan correlaciones mayores a 0,600 entre la corteza prefrontal, temporal y occipital durante la realización de la prueba de atención, con una leve disminución en el número de correlaciones post-intervención.Conclusiones: Existen diferencias en los índices de Hurst de la corteza temporal derecha pre y post-intervención, lo que podría explicar las diferencia en las puntuaciones de la prueba de atención tras el ejercicio físico. La corteza prefrontal y temporal no muestran diferencias. No se encontraron patrones de correlaciones que puedan explicar la mejora de la atención.
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