Efecto de los descansos activos en la atención y concentración de los alumnos de Educación Primaria

Authors

DOI:

https://doi.org/10.47553/rifop.v34i1.77723

Abstract

Los descansos activos en entornos educativos se presentan como una propuesta para lograr un aumento de la actividad física diaria que acerque a los más jóvenes a las recomendaciones de la Organización Mundial de la Salud (2010). Más allá de los conocidos beneficios de la actividad física en la salud y el bienestar de niños y adolescentes, en numerosas ocasiones también se han observado beneficios a nivel cognitivo. Por ello, el objetivo del presente estudio fue conocer la influencia que tiene un período de descansos activos en la atención y concentración de niños de Educación Primaria. Para ello, participaron un total de 73 niños de entre 9 y 11 años, de los cuales 29 pertenecían al género masculino y 44 al femenino. Se llevó a cabo un programa de descansos activos en horario escolar compuesto de 10 sesiones. Los resultados del estudio muestran un incremento en la atención y concentración de los niños tras la implementación del programa. Estos resultados sugieren que 15 minutos diarios de actividad física cognitivamente involucrada podrían ayudan a mejorar considerablemente la cognición de los niños, lo cual podría beneficiar a su rendimiento académico. Por tanto, se recomienda incluir los descansos activos como actividad rutinaria en los centros educativos.

References

Altenburg, T. M., Chinapaw, M., y Singh, A. S. (2016). Effects of one versus two bouts of moderate intensity physical activity on selective attention during a school morning in Dutch primary schoolchildren: A randomized controlled trial. Journal of Science and Medicine in Sport, 19, 820-824. doi: 10.1016/j.jsams.2015.12.003

Álvarez-Bueno, C., Pesce, C., Cavero-Redondo, I., Sánchez-López, M., Martínez-Hortelano, J. A., y Martínez-Vizcaíno, V. (2017). The effect of physical activity interventions on children’s cognition and metacognition: a systematic review and meta-analysis. Journal of the American Academy of Child & Adolescent Psychiatry, 56(9), 729-738. doi: 10.1016/j.jaac.2017.06.012

Bastos, F., Machado-Reis, V., Aranha, A. C., y Domingos-Garrido, N. (2015). Relation between sport and physical activity, BMI levels, perceptions of success and academic performance. Motricidade, 11, 41-58. doi: 10.063/motricidade.3771.

Brickenkamp, R. (2002). Aufmerksamkeits-Belastungs-Test (Test d2). Gottingen, Alemania: Hogrefe.

Buchele-Harris, H., Cortina, K. S., Templin, T., Colabianchi, N., y Chen, W. (2018). Impact of coordinated-bilateral physical activities on attention and concentration in school-aged children. BioMed Research International, 2018. https://doi.org/10.1155/2018/2539748

Budde, H., Voelcker-Rehage, C., Pietraßyk-Kendziorra, S., Ribeiro, P. y Tidow, G. (2008). Acute coordinative exercise improves attentional performance in adolescents. Neuroscience Letters, 441(2), 219-223. doi: 10.1016/j.neulet.2008.06.024

Carlson, J., Engelberg, J., Cain, K., Conway, T., Mignano, A., Bonilla, E.,… y Sallis, J. (2015). Implementing classroom physical activity breaks: associations with student physical activity and classroom behavior. Preventive Medicine, 81, 67-72. doi: 10.1016/j.ypmed.2015.08.006

Chaddock, L., Pontifex, M., Hillman, C. y Kramer, A. (2011). A review of the relation of aerobic fitness and physical activity to brain structure and function in children. Journal of the International Neuropsychological Society, 17(6), 975-985. doi: 10.1017/S1355617711000567

Chang, Y. K., Labban, J. D., Gapin, J. I. y Etnier, J. L. (2012). The effects of acute exercise on cognitive performance: A meta-analysis. Brain Research, 1453, 87-101. doi: 10.1016/j.brainres.2012.02.068

Chang, Y. K., Tsai, Y. J., Chen, T. T. y Hung, T. M. (2013). The impacts of coordinative exercise on executive function in kindergarten children: an ERP study. Experimental Brain Research, 225, 187-196. doi: 10.1007/s00221-012-3360-9

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2ª ed.). Hillsdale, NJ: Erlbaum.

Daly-Smith, A. J., Zwolinsky, S., McKenna, J., Tomporowski, P. D., Defeyter, M. A., y Manley, A. (2018). Systematic review of acute physically active learning and classroom movement breaks on children’s physical activity, cognition, academic performance and classroom behaviour: understanding critical design features. BMJ Open Sport & Exercise Medicine, 4(1), e000341. doi: 10.1136/bmjsem-2018-000341

Daly-Smith, A. J., Zwolinsky, S., McKenna, J., Tomporowski, P. D., Defeyter, M. A., y Manley, A. (2018). Systematic review of acute physically active learning and classroom movement breaks on children’s physical activity, cognition, academic performance and classroom behaviour: understanding critical design features. BMJ Open Sport & Exercise Medicine, 4(1), e000341. http://dx.doi.org/10.1136/bmjsem-2018-000341

De Greeff, J. W., Bosker, R. J., Oosterlaan, J., Visscher, C. y Hartman, E. (2017). Effects of physical activity on executive functions, attention and academic performance in preadolescent children: a meta-analysis. Journal of Science and Medicine in Sport, 21(5), 501-507. doi: 10.1016/j.jsams.2017.09.595.

Donnelly, J. E., Hillman, C. H., Castelli, D., Etnier, J. L., Lee, S., Tomporowski, P., ... y Szabo-Reed, A. N. (2016). Physical activity, fitness, cognitive function, and academic achievement in children: a systematic review. Medicine and Science in Sports and Exercise, 48(6), 1197-1222. doi: 10.1249/MSS.0000000000000966

Egger, F., Conzelmann, A., y Schmidt, M. (2018). The effect of acute cognitively engaging physical activity breaks on children’s executive functions: Too much of a good thing? Psychology of Sport & Exercise, 36, 178-186. doi: 10.1016/j.psychsport.2018.02.014

Funes, M. J., y Lupiáñez, J. (2003). La teoría atencional de Posner: una tarea para medir las funciones atencionales de Orientación, Alerta y Control Cognitivo y la interacción entre ellas. Psicothema, 15(2), 260-266.

Goh, T. L., Hannon, J., Webster, C., Podlog, L., y Newton, M. (2016). Effects of a TAKE 10! Classroom-based physical activity interventions on third-to fifth-Grade children’s On-task’ Behavior. Journal of Physical Activity and Health, 13(7), 712-718. https://doi.org/10.1123/jpah.2015-0238

Howie, E. K., Beets, M. W., y Pate, R. R. (2014). Acute classroom exercise breaks improve on-task behavior in 4th and 5th grade students: A dose-response. Mental Health and Physical Activity, 7, 65-71. doi: 10.1016/j.mhpa.2014.05.002

Janssen, M., Chinapaw, M. J. M., Rauh, S. P., Toussaint, H. M., van Mechelen, W. y Verhagen, E. A. L. M. (2014). A short physical activity break from cognitive tasks increases selective attention in primary school children aged 10-11. Mental Health and Physical Activity, 7(3), 129-134. doi: 10.1016/j.mhpa.2014.07.001

Janssen, M., Toussaint, H. M., van Mechelen, W. y Verhagen, E. (2014). Effects of acute bouts of physical activity on children’s attention: a systematic review of the literature. SpringerPlus, 5(3), 410. doi: 10.1186/2193-1801-3-410

Jiménez, J. E., Hernández, S., García, E., Díaz, A., Rodríguez, C., y Martín, R. (2012). Test de atención D2: Datos normativos y desarrollo evolutivo de la atención en educación primaria. European Journal of Education and Psychology, 5(1), 93-106.

Kubesch, S., Walk, L., Spitzer, M., Kammer, T., Lainburg, A., Heim, R. y Hille, K. (2009). A 30-minute physical education program improves students’ executive attention. Mind, Brain and Education, 3(4), 235-242. doi: 10.1111/j.1751-228X.2009.01076.x

Ludyga, S., Gerber, M., Herrmann, C., Brand, S., y Pühse, U. (2018). Chronic effects of exercise implemented during school-break time on neurophysiological indices of inhibitory control in adolescents. Trends in Neuroscience and Education, 10, 1-7. https://doi.org/10.1016/j.tine.2017.11.001

Ma, J. K., Le Mare, L. y Gurd, B. J. (2015). Four minutes of in-class high-intensity interval activity improves selective attention in 9-to 11-year olds. Applied Physiology, Nutrition and Metabolism, 40, 1-7. doi: 10.1139/apnm-2014-0309

Mahar, M. (2011). Impact of short bouts of physical activity on attention-to-task in elementary school children. Preventive Medicine, 52, 60-64. doi: 10.1016/j.ypmed.2011.01.026

Martínez-López, E., De la Torre-Cruz, M. J. y Ruiz-Ariza, A. (2018). Active-breaks: Una propuesta innovadora de descansos activos entre clases en Educación Secundaria. En P. Murillo y C. Gallego (Coords.), Innovación en la práctica educativa (pp. 13-19). Sevilla: Ediciones Egregius.

Organización Mundial de la Salud (2018). Physical activity. Recuperado de http://www.who.int/en/news-room/fact-sheets/detail/physical-activity

Organización Mundial de la Salud (2010). Recomendaciones mundiales sobre actividad física para la salud. Recuperado de https://apps.who.int/iris/bitstream/handle/10665/44441/9789243599977_spa.pdf;jsessionid=315EE8AD6B06234E17EE8F5BC4DE9CDD?sequence=1

Owen, K. B., Parker, P. D., Astell-Burt, T. y Lonsdale, C. (2018). Effects of physical activity and break son mathematics engagement in adolescents. Journal of Science and Medicine in Sport, 21, 63-68. doi: 10.1016/j.jsams.2017.07.002

Posner, M. y Petersen, S. E. (1990). The attention system of the human brain. Annual Review of Neuroscience, 13, 25-42. doi: 10.1146/annurev.ne.13.030190.000325

Quiroga, M. A., Santacreu, J., Montoro, A., Martínez-Molina, A. y Chun, P. (2011). Evaluación informatizada de la atención para niños de 7 a 11 años: El DiViSA-UAM y el TACIUAM. Clínica y Salud, 22(1), 3-20. doi: 10.5093/cl2011v22n1a1

Rudasill, K. M., Gallagher, K. C. y White, J. M. (2010). Temperamental attention and activity, classroom emotional support, and academic achievement in third grade. Journal of School Psychology, 48(2), 113-134. doi: 10.1016/j.jsp.2009.11.002

San Luis, C., López, A. y Pérez-Llantada, C. (2013). Training to improve selective attention in children using neurofeedback through play. Revista de Psicopatología y Psicología Clínica 18(3), 209-216. Recuperado de http://www.aepcp.net/rppc.php?id=759

Sardinha, L. B., Marques, A., Martins, S., Palmeira, A. y Minderico, C. (2014). Fitness, fatness, and academic performance in seventh-grade elementary school students. BMC Pediatrics, 14, 176. doi: 10.1186/1471-2431-14-176

Schmidt M., Jäger K., Egger F., Roebers, C. M. y Conzelmann, A. (2015). Cognitively engaging chronic physical activity, but not aerobic exercise, affects executive functions in primary school children: a group-randomized controlled trial. Journal of Sport and Exercise Psychology, 37(6), 575–591.

Seisdedos, N. (2012). Test de atención d2. Madrid, España: Editorial Tea.

Singh, A. S., Saliasi, E., Van Den Berg, V., Uijtdewilligen, L., De Groot, R. H., Jolles, J., ... y Ericsson, I. (2018). Effects of physical activity interventions on cognitive and academic performance in children and adolescents: a novel combination of a systematic review and recommendations from an expert panel. British Journal of Sports Medicine, 53(10), 1-10. doi: 10.1136/bjsports-2017-098136

Stewart, J. A, Dennison, D. A, Kohl, H. W., y Doyle, J. A. (2004). Exercise level and energy expenditure in the TAKE 10! in-class physical activity program. The Journal of School Health, 74(10), 397–400.

Turner, L., y Chaloupka, F. J. (2017). Reach and implementation of physical activity breaks and active lessons in elementary school classrooms. Health Education & Behavior: The Official Publication of The Society for Public Health Education, 44(3), 370–375. https://doi.org/10.1177/1090198116667714

Van den Berg, V., Saliasi, E., de Groot, R. H., Chinapaw, M. J., y Singh, A. S. (2019). Improving Cognitive Performance of 9–12 Years Old Children: Just Dance? A Randomized Controlled Trial. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.00174

Watson, A., Timperio, A., Brown, H., Best, K., y Hesketh, K. D. (2017). Effect of classroom-based physical activity interventions on academic and physical activity outcomes: a systematic review and meta-analysis. International Journal of Behavioral Nutrition and Physical Activity, 14(1), 114. https://doi.org/10.1186/s12966-017-0569-9

Wilson, A. N., Olds, T., Lushington, K., Parvazian, S., y Dollman, J. (2017). Active school lesson breaks increase daily vigorous physical activity, but not daily moderate to vigorous physical activity in elementary school boys. Pediatric Exercise Science, 29(1), 145–152. doi: 10.1123/pes.2016-0057

Wilson, A. N., Olds, T., Lushington, K., Petkov, J., y Dollman, J. (2015). The impact of 10-minute activity breaks outside the classroom on male students´ on-task behaviour and sustained attention: a randomised crossover design. Acta Paediatrica, 105(4), 181-188. doi: 10.1111/apa.13323

Published

2020-03-31

How to Cite

Contreras Jordán, O. R., León, M. P., Infantes-Paniagua, Álvaro, & Prieto-Ayuso, A. (2020). Efecto de los descansos activos en la atención y concentración de los alumnos de Educación Primaria. Revista Interuniversitaria De Formación Del Profesorado. Continuación De La Antigua Revista De Escuelas Normales, 34(1). https://doi.org/10.47553/rifop.v34i1.77723