Efectos agudos de distintas estrategias de calentamiento sobre el rendimiento físico y las habilidades motrices en escolares (Acute effects of different warm-up strategies on physical performance and motor skills in schoolchildren)

Abstract


 El objetivo de esta investigación fue valorar los efectos de distintos tipos de calentamientos aplicados en escolares sobre la calidad de movimiento de las habilidades motrices y el rendimiento de salto y carrera. La metodología utilizada fue a partir de un diseño estudio cruzado aleatorizado (n=27 escolares), que incluyó tres condiciones experimentales para valorar el efecto agudo de distintos tipos de calentamiento (tradicional, basado en juegos adaptados reducidos y FIFA 11+) sobre el salto vertical, sprint en 20 metros y habilidades motoras de locomoción y control de objetos en niños y niñas. Se utilizó estadística descriptiva y comparativa a través de ANOVA de medidas repetidas y Friedman con sus pruebas post-hoc según corresponda. Los resultados muestran que todos los tipos de calentamiento mostraron diferencias significativas en sprint, salto vertical y habilidades motoras, respecto al a la condición control sin calentamiento. El calentamiento basado en juegos adaptados reducidos presentó efectos superiores que las otras modalidades en las habilidades motoras de locomoción (p< .05). Las comparaciones entre calentamientos mostraron que la intervención basada en FIFA 11+ mostró ser más eficaz en reducir el tiempo de sprint en 20 metros y aumentar la altura del salto vertical (p< .05). En conclusión, este estudio sugiere que, la selección de una estrategia adecuada basada en una diversidad de experiencias motrices como las ofrecidas por los protocolos de calentamiento FIFA11+ y de juegos adaptados reducidos podría ser clave para mejorar el rendimiento motor y la magnitud de los beneficios asociados al calentamiento. 
 Abstract: The objective of this research is to assess the effects of different types of warm-ups applied in schoolchildren on the quality of movement of motor skills and jumping and sprint performance. The methodology used was based on a randomized crossover study design (n = 27 schoolchildren), which included three experimental conditions to assess the acute effect of different types of warm-up (traditional, based on reduced adapted games and FIFA 11+) on the vertical jump, sprint in 20 meters and motor skills of locomotion and control of objects in children. Descriptive and comparative statistics were used through repeated measures ANOVA and Friedman with its post-hoc tests as appropriate. The results show that all types of warm-up showed significant differences in sprint, vertical jump and motor skills, compared to the control condition without warm-up. The warm-up based on reduced adapted games presented greater effects than the other modalities on the motor skills of locomotion (p <.05). Comparisons between warm-ups showed that the intervention based on FIFA 11+ was shown to be more effective in reducing sprint time by 20 meters and increasing vertical jump height (p <.05). In conclusion, this study suggests that the selection of an appropriate strategy based on a diversity of motor experiences such as those offered by the FIFA11 + warm-up protocols and reduced adapted games could be key to improving motor performance and the magnitude of the benefits associated with warm-up.

Using physical education lessons to develop the autonomy of primary school children

“…The results of previous studies indicate negative trends in the physical fitness of schoolchildren (Núñez-Quiroga et al, 2018;Fu et al, 2019;Masanovic et al, 2020;Fühner et al, 2021;Oñate Navarrete et al, 2021;Jiang et al, 2021); unwillingness of the majority of schoolchildren to engage in physical culture and sports on a systematic basis (Rodriguez-Ayllon et al, 2019;Goh et al, 2019;Andermo et al, 2020). For example, Guthold et al, 2020 Great attention in the context of our research was paid to works where the role of general developing exercises in primary school is investigated (Taylor et al, 2018;Watson et al, 2019;Cañas Encinas et al, 2021); theoretical views on the use of means for physical education in educationaleducative activities (Chanal et al, 2019;Ledezma, 2019;Quennerstedt, 2019;Masini et al, 2020;Gómez-Álvarez et al, 2021;Thorjussen, 2021;Wassenaar et al, 2021).…”

“…Currently, researchers from many countries are directing their efforts to solving the problem of physical, mental and spiritual-moral improvement of schoolchildren (Burns et al, 2018;Pozuelo-Carrascosa et al, 2018;Beni et al, 2019;García-Hermoso et al, 2020;Gómez-Álvarez et al, 2021). The results of previous studies indicate negative trends in the physical fitness of schoolchildren (Núñez-Quiroga et al, 2018;Fu et al, 2019;Masanovic et al, 2020;Fühner et al, 2021;Oñate Navarrete et al, 2021;Jiang et al, 2021); unwillingness of the majority of schoolchildren to engage in physical culture and sports on a systematic basis (Rodriguez-Ayllon et al, 2019;Goh et al, 2019;Andermo et al, 2020).…”