Efecto de los descansos activos en la atención y concentración de los alumnos de Educación Primaria
DOI :
https://doi.org/10.47553/rifop.v34i1.77723Résumé
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.
Références
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
Téléchargements
Fichiers supplémentaires
Publié-e
Comment citer
Numéro
Rubrique
Licence
The "Revista Interuniversitaria de Formación del Profesorado (RIFOP)", with ISSN print 0213-8646 and ISSN electronic 2530-3791), adheres to the copyright notices proposed by Creative Commons
Authors’ rights
Papers published in the journal are subject to the following terms:
1. The Asociación Universitaria de Formación del Profesorado (AUFOP) is the editor of the RIFOP and holds the copyright of the papers published therein. The reuse of these is allowed under the license for use as indicated under point 2.
© Asociación Universitaria de Formación del Profesorado (AUFOP)
2. The papers are published in electronic version under the license CreativeCommons Reconocimiento-NoComercial-SinObraDerivada 3.0 España (texto legal). Papers can be copied, used, disseminated, transmitted and publicly exhibited provided that: i) the authorship and original publication source are cited (journal, editors and URL of the paper); ii) they are nit used for commercial gain; iii) the existence and specifications of the license for use are mentioned.
3. Auto-archiving conditions. Authors are allowed and encouraged to disseminate electronic pre-print versions (versions prior to peer review) and/or post-print (versions reviwed and accepted for publication) of their papers prior to their publication, since this favors prompt circulation and dissemination and supposes a possible increase in cites and scope within the academic community.
Privacy declaration
The names and email addresses incorporated into this journal will be used solely for the declared purposes of the journal and will not be available for any other purposes or to third parties.
