Efectos De Los Descansos Activos en La Actividad Física De Estudiantes De Primaria

Méndez–Giménez, Antonio; Pallasá-Manteca, M.; Cecchini, José A.

doi:10.15366/rimcafd2022.87.004

Cited by 2 publications

(2 citation statements)

References 30 publications

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“…Another limitation is the absence of a follow-up plan to analyse the evolution of active behaviour outside school hours once the CB-PAs were discontinued. Studies analysing the effects of CB-PA outside school hours on PA behaviours are needed to significantly contribute to the increase in levels of MVPA [90,91]. Finally, the analysis of two executive functions is limited for understanding and extending the causal effects of the program on this variable.…”

Section: Discussionmentioning

confidence: 99%

The Effects of the ACTIVE VALUES Program on Psychosocial Aspects and Executive Functions

Jiménez-Parra

Pedreño

Valenzuela

2022

IJERPH

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The main objective of this study was to implement an educational program named ACTIVE VALUES and to analyse the psychosocial and cognitive effects of its application. It is a quasi-experimental repeated measures research with a non-randomised experimental group (EG) and a control group (CG). The sample consisted of 102 students in the 6th grade of primary school, aged between 11 and 13 years (M = 11.59; SD = 0.60), and 4 teachers aged between 27 and 52 years (M = 38.5). The intervention program lasted 4 months, in which the EG implemented a teaching methodology based on the incorporation of classroom-based physical activity (CB-PA) in the structure of the Teaching for Personal and Social Responsibility (TPSR) model to develop personal and social values in students, as well as to reduce children’s sedentary behaviour in the classroom in different educational areas (e.g., mathematics, Spanish language, social sciences and natural sciences), while the CG used a conventional methodology based on direct instruction. The main results found show significant improvements in intrinsic motivation variables (including intrinsic motivation for achievement, stimulating experiences and knowledge), self-determination index, autonomy, relatedness, psychological mediators index, personal and social responsibility, teacher climate, intention to be physically active and executive functions in the EG, while amotivation values increased in the CG. In conclusion, interdisciplinary educational programs based on the combination of pedagogical models and active methodologies are postulated as methodological alternatives to achieve an integral and multilateral development of children and adolescents, as well as to improve the different learning domains of physical education, such as cognitive, social and motor. It is recommended that future research should consider longitudinal designs with mixed methods and follow-up data to assess learning retention, as well as larger samples and the measurement of a greater number of executive functions (e.g., inhibitory control and attention).

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Section: Discussionmentioning

confidence: 99%

The Effects of the ACTIVE VALUES Program on Psychosocial Aspects and Executive Functions

Jiménez-Parra

Pedreño

Valenzuela

2022

IJERPH

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“…Revisiones sistemáticas como la llevada a cabo por Marques et al ( 2017) analizaron la asociación entre la Educación Física y la actividad física en la escuela, con el rendimiento académico en niños de entre seis y 18 años de edad, concluyendo que dichas variables mejoran significativamente la adquisición de contenidos académicos, así como su rendimiento. Estudios de la última década han mostrado que activar las clases o realizar descansos físicamente activos aumenta la cantidad de pasos y de actividad física diaria realizada durante el horario escolar (Drummy et al, 2016;Méndez-Giménez et al, 2022), así como la mejora de la memoria y la adquisición de contenidos matemáticos (Pizá-Mir et al, 2022). Otero & Lafuente-Fernández (2022), analizaron los efectos de combinar las clases de Educación Física con contenidos matemáticos en niños de primaria.…”

Section: Introductionunclassified

Integración de la actividad física en el aula y sus efectos físicos y cognitivo-académicos. Una revisión sistemática y una guía práctica educativa (Integration of physical activity into the classroom and its physical and cognitive-academic effects. A systematic review and educational practical guide)

Cámara-Martínez

López

Suárez-Manzano

et al. 2023

Retos

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Esta revisión sistemática tuvo como objetivo analizar los estudios de intervención educativa sobre los efectos de la integración de la actividad física en el aula y sus efectos físicos, rendimiento cognitivo y académico en escolares de entre cuatro y ocho años. Se recuperaron 17 estudios de intervención realizados entre diciembre de 2010 y diciembre de 2022 en cuatro bases de datos. Todos los artículos mostraron que la integración de la actividad física en las clases académicas es beneficiosa para mejorar el rendimiento físico, cognitivo y académico, pero estos efectos variaron según el tipo, la duración y la intensidad de la actividad física empleada. Se discuten las implicaciones de incluir la IPA (Actividad Física Integrada) en las lecciones escolares, en base a las teorías del “aprendizaje corpóreo” y la “teoría de la carga cognitiva”, entre otras, y se ofrece una guía práctica con recomendaciones para la implementación de programas de lecciones activas en el contexto escolar. Finalmente, se sugiere seguir indagando en la temática y analizando los efectos de este tipo de metodología sobre algunas variables específicas, como las funciones ejecutivas o la motivación por las clases escolares. Palabras clave: actividad física integrada, rendimiento cognitivo, rendimiento académico, educación física, clases activas. Abstract. This systematic review aimed to analyze educational intervention studies on the effects of integrating physical activity in the classroom and its effects on physical, cognitive, and academic performance in schoolchildren aged four to eight years. Seventeen intervention studies conducted between December 2010 and December 2022 were retrieved from four databases. All articles showed that integrating physical activity into academic classes is beneficial in improving physical, cognitive, and academic performance, but these effects varied according to the type, duration, and intensity of physical activity employed. The implications of including IPA (Integrated Physical Activity) in school lessons are discussed, based on the theories of "embodied learning" and "cognitive load theory", among others, and a practical guide with recommendations for the implementation of active lesson programs in the school context is offered. Finally, it is suggested to continue investigating the subject and analyzing the effects of this type of methodology on some specific variables, such as executive functions or motivation for school classes. Key words: integrated physical activity, cognitive and academic performance, physical education, active lessons.

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Efectos De Los Descansos Activos en La Actividad Física De Estudiantes De Primaria

Cited by 2 publications

References 30 publications

The Effects of the ACTIVE VALUES Program on Psychosocial Aspects and Executive Functions

The Effects of the ACTIVE VALUES Program on Psychosocial Aspects and Executive Functions

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