Descansos activos mediante la danza: una experiencia en alumnos universitarios (Brain breaks through dance: an experience with university students)

Autores/as

DOI:

https://doi.org/10.47197/retos.v51.100863

Palabras clave:

atención, estado emocional, sedentarismo, desinterés, aburrimiento académico

Resumen

Las dilatadas jornadas académicas, normalmente en sedestación entre los alumnos universitarios podrían generar estados de agotamiento, falta de atención, estrés y ansiedad. Una de las herramientas útiles para prevenir esta situación serían los descansos activos en el aula. El objetivo de esta investigación ha sido evaluar el impacto del descanso activo (DA) mediante la danza sobre los niveles de atención y estado emocional de alumnos universitarios. La muestra fue de 76 participantes (M = 24.4 años, SD = 8.0 años) que realizaron un descanso activo de 8 minutos tras una exposición de 40 min. Los instrumentos empleados fueron la escala de valoración del estado de ánimo (EVEA) y el test de concentración-atención d2. Se realizó un pretest antes de la sesión teórica y postest tras programa de intervención. Los resultados del ANOVA indican que el descanso activo mejoró el estado de ánimo y el nivel de atención de los participantes. Igualmente, se encontró una correlación positiva entre la alegría y el nivel de atención. Se concluye que los descansos activos mediante la danza son una manera de incorporar actividad física en el aula, mejorar el bienestar y la atención de los estudiantes.

Palabras clave: atención, estado emocional, sedentarismo, desinterés, aburrimiento académico

Abstract. The long academic days, usually in seated position, among university students could generate states of exhaustion, lack of attention, stress and anxiety. One of the useful tools to prevent this situation would be active breaks in the classroom. The aim of this research was to evaluate the impact of active breaks (AB) through dance, combining two tools that have shown a positive effect, AB and dance, on the levels of attention and emotional state of university students. The sample consisted of 76 participants (M = 24.4 years, SD = 8.0 years) who took an 8-minute active break after a 40-minute presentation. The instruments used were the mood rating scale (EVEA) and the d2 concentration-attention test. A pretest was performed before the theoretical session and a posttest after the intervention program. The ANOVA results indicate that active rest improved the mood and attention level of the participants. Likewise, a positive correlation was found between cheerfulness and attention level. It is concluded that active breaks through dance are a way to incorporate physical activity in the classroom, improve students' well-being and attention.

Key words: attention, emotional state, sedentary lifestyle, disinterest, academic boredom.

Biografía del autor/a

Oscar Romero Ramos , UNIVERSIDAD DE MALAGA

Profesor Titular Universidad de Málaga, Departamento de Didáctica de las Lenguas, las Artes y el Deporte

Tomasz Niźnikowski , Józef Piłsudski University of Physical Education in Warsaw

Department of Sport for All, Faculty of Physical Education and Health, 

Józef Piłsudski University of Physical Education in Warsaw

Biała Podlaska, Poland, 

Citas

Ackerman, A. (2018). Relationship between movement and student behaviors (Tesis de Maestría). Northwestern College, Iowa.

Acolin, J. (2016). The mind–body connection in dance/movement therapy: Theory and empirical support. American Journal of Dance Therapy, 38(2), 311-333. doi: 10.1007/s10465-016-9222-4

Aksakalli, A. (2018). The effects of science teaching based on critical pedagogy principles on the classroom climate. Science Education International, 29(4), 250-260.

Andreazza Duarte, M. V., dos Santos Delabary, M., Wolffenbuttel, M., & Nogueira Haas, A. (2022). Una Una pro-puesta de Danza Brasileña: Efectos en los niveles de cognición global de personas con la Enfermedad de Parkinson. Retos, 45, 591-597. doi: 10.47197/retos.v45i0.91303

Awadalla, S., Davies, E. B., & Glazebrook, C. (2020). A longitudinal cohort study to explore the relationship between depression, anxiety and academic performance among Emirati university students. BMC Psychiatry, 20(1), 448. doi: 10.1186/s12888-020-02854-z

Baghaei, P., Ravand, H., & Nadri, M. (2019). Is the d2 test of attention Rasch scalable? Analysis with the Rasch Pois-son Counts model. Perceptual and Motor Skills, 126(1), 70-86. doi: 10.1177/0031512518812183

Balchin, R., Linde, J., Blackhurst, D., Rauch, H. L., & Schönbächler, G. (2016). Sweating away depression? The im-pact of intensive exercise on depression. Journal of Affective Disorders, 200, 218-221. doi: 10.1016/j.jad.2016.04.030

Berggren, N., & Derakshan, N. (2013). Attentional control deficits in trait anxiety: Why you see them and why you don’t. Biological Psychology, 92(3), 440-446. doi: 10.1016/j.biopsycho.2012.03.007

Brickenkamp, R. (1981). Test d2 Aufmerksamkeits-Belastungs-Test (7th ed.). Gottingen: Verlag ü Psychologie (Hogrefe).

Brickenkamp, R. (2012). d2, Test de Atención. Adaptación española por N. Seisdedos (4.a ed.). Madrid: Tea Ediciones.

Broad, A. A., Bornath, D. P. D., Grisebach, D., McCarthy, S. F., Bryden, P. J., Robertson-Wilson, J., & Hazell, T. J. (2021). Classroom activity breaks improve on-task behavior and physical activity levels regardless of time of day. Research Quarterly for Exercise and Sport, 94(2), 331-343. doi: 10.1080/02701367.2021.1980189

Burkhardt, J., & Brennan, C. (2012). The effects of recreational dance interventions on the health and well-being of children and young people: A systematic review. Arts & Health, 4(2), 148-161. doi: 10.1080/17533015.2012.665810

Ceron Bedoya, J. D. C., Gonzalez Marmolejo, W., Mora Rojas, D., & Fernandez Barona, E. (2023). Relación entre el nivel de actividad física y el rendimiento académico en estudiantes de una institución universitaria. Estudio mul-ticéntrico. (Relationship between the level of physical activity and the academic performance in students at a uni-versity institution. Multicentric Study). Retos, 47, 775-782. doi: 10.47197/retos.v47.94795

Cuesta Izquierdo, M., de Iscar Pérez, M. J., Begega Losa, M. A., Mendez López, M., Alvarez Pérez, L., Solís, G., Fernández Colomer, B., & Arias Pérez, J. L. (2007). Psychometric properties of the d2 selective attention test in a sample of premature and born-at-term babies. Psicothema, 19(4), 706-710.

del Pino, T., Peñate, W., & Bethencourt, J. M. (2010). La escala de valoración del estado de ánimo (EVEA): Análisis de la estructura factorial y de la capacidad para detectar cambios en estados de ánimo. Análisis y modificación de con-ducta, 36(153-154), 19-32.

Eckert, L. (2019). The effects of guided dancing movement breaks on first graders’ addition and subtraction computational skills (Tesis de Maestría). Goucher College, Baltimore.

Erol, S., Gur, K., Karaca, S., Çalık, K. B., Uzuner, A., & Apaydın Kaya, Ç. (2022). Risk factors affecting the mental health of first-year university students on a health sciences campus and related factors. The Journal of Mental Health Training, Education and Practice, 18(2), 146-157. doi: 10.1108/JMHTEP-03-2022-0015

Erwin, H., Fedewa, A., Beighle, A., & Ahn, S. (2012). A quantitative review of physical activity, health, and learning outcomes associated with classroom-based physical activity interventions. Journal of Applied School Psychology, 28(1), 14-36. doi: 10.1080/15377903.2012.643755

Fernández-Castillo, A., & Caurcel, M. J. (2015). State test-anxiety, selective attention and concentration in university students. International Journal of Psychology, 50(4), 265-271. doi: 10.1002/ijop.12092

Ferrer, M. E., & Laughlin, D. D. (2017). Increasing college students’ engagement and physical activity with classroom brain breaks. Journal of Physical Education, Recreation & Dance, 88(3), 53-56. doi: 10.1080/07303084.2017.1260945

Garcías de Ves, S., Joven Pérez, A., & Lorente-Catalán, E. (2022). Percusión corporal a través de la Esku Dantza. Efectos sobre las emociones en estudiantes de grado en Ciencias de la Actividad Física y el Deporte (Body percus-sion through Esku Dantza. Effects on emotions in students of Physical Activity and Sport Scienc. Retos, 45, 326-336. doi: 10.47197/retos.v45i0.91463

Garzón Mosquera, J., & Aragón Vargas, L. (2021). Sedentarismo, actividad física y salud: Una revision narrativa (Se-dentary lifestyle, physical activity and health: a narrative review). Retos, 42, 478-499. doi: 10.47197/retos.v42i0.82644

German-Molina, L., Caballero-Julia, D., & Cuellar-Moreno, M. (2022). Dance as a tool for managing emotions. A systematic review. Research in Dance Education, 0(0), 1-12. doi: 10.1080/14647893.2022.2144200

Goetz, T., & Hall, N. (2014). Academic boredom. En International Handbook of Emotions in Education (pp. 321-340). Routledge. doi: 10.4324/9780203148211-22

Gordon, A. D., Montenegro, L., Culbertson, W., & Zillmer, E. A. (1997). A normative study of the d2 test with American adults. Archives of Clinical Neuropsychology, 4(12), 325.

Gustems-Carnicer, J., Calderón, C., & Calderón-Garrido, D. (2019). Stress, coping strategies and academic achieve-ment in teacher education students. European Journal of Teacher Education, 42(3), 375-390. doi: 10.1080/02619768.2019.1576629

Howie, E. K., Beets, M. W., & 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(2), 65-71. doi: 10.1016/j.mhpa.2014.05.002

Hussain, R., Guppy, M., Robertson, S., & Temple, E. (2013). Physical and mental health perspectives of first year undergraduate rural university students. BMC Public Health, 13(1), 848. doi: 10.1186/1471-2458-13-848

Janssen, M., van den Berg, V., de Groot, A., & Singh, A. (2020). Just dance? Teachers perspectives on implementing a daily classroom physical activity break. Translational Journal of the American College of Sports Medicine, 5(11), 1. doi: 10.1249/TJX.0000000000000128

Jiménez, J. E., Hernández, S., García, E., Díaz, A., Rodríguez, C., & 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.

Kasparek, A. (2021). Brain breaks and student engagement. Master’s Theses & Capstone Projects.

Lee, S.-M. (2018). Factors affecting the mental health of university students. Journal of the Korea Academia-Industrial cooperation Society, 19(9), 243-250. doi: 10.5762/KAIS.2018.19.9.243

Lepp, A., Barkley, J. E., & Karpinski, A. C. (2014). The relationship between cell phone use, academic performance, anxiety, and satisfaction with life in college students. Computers in Human Behavior, 31, 343-350. doi: 10.1016/j.chb.2013.10.049

López-Benítez, R., Acosta, A., Lupiáñez, J., & Carretero-Dios, H. (2018). High trait cheerfulness individuals are more sensitive to the emotional environment. Journal of Happiness Studies, 19(6), 1589-1612. doi: 10.1007/s10902-017-9871-0

López-Bueno, R., Calatayud, J., Ezzatvar, Y., Casajús, J. A., Smith, L., Andersen, L. L., & López-Sánchez, G. F. (2020). Association between current physical activity and current perceived anxiety and mood in the initial phase of COVID-19 confinement. Frontiers in Psychiatry, 11, 729. doi: 10.3389/fpsyt.2020.00729

Morton, S. (2016). Engagement through brain breaks in the secondary classroom. M.S.Ed. in Educational Leadership Research Projects, 39.

Müller, C., Otto, B., Sawitzki, V., Kanagalingam, P., Scherer, J.-S., & Lindberg, S. (2021). Short breaks at school: Effects of a physical activity and a mindfulness intervention on children’s attention, reading comprehension, and self-esteem. Trends in Neuroscience and Education, 25, 100160. doi: 10.1016/j.tine.2021.100160

Pacheco-Unguetti, A. P., Acosta, A., Callejas, A., & Lupiáñez, J. (2010). Attention and anxiety: Different attentional functioning under state and trait anxiety. Psychological Science, 21(2), 298-304. doi: 10.1177/0956797609359624

Padilla Moledo, C., & Coterón López, J. (2013). ¿Podemos mejorar nuestra salud mental a través de la Danza?: Una revisión sistemática (Can we improve mental health dancing?: A systematic review). Retos, 24, 194-197. doi: 10.47197/retos.v0i24.34556

Papadopoulos, N., Mantilla, A., Bussey, K., Emonson, C., Olive, L., McGillivray, J., Pesce, C., Lewis, S., & Rinehart, N. (2022). Understanding the benefits of brief classroom-based physical activity interventions on primary school-aged children’s enjoyment and subjective wellbeing: A systematic review. Journal of School Health, 92(9), 916-932. doi: 10.1111/josh.13196

Pascoe, M. C., Hetrick, S. E., & Parker, A. G. (2020). The impact of stress on students in secondary school and higher education. International Journal of Adolescence and Youth, 25(1), 104-112. doi: 10.1080/02673843.2019.1596823

Pawlowski, J. (2020). Test de Atención d2: Consistencia interna, estabilidad temporal y evidencias de validez. Revista Costarricense de Psicología, 39(2), 145-165.

Pedersen, B. K. (2019). Physical activity and muscle–brain crosstalk. Nature Reviews Endocrinology, 15(7), 383-392. doi: 10.1038/s41574-019-0174-x

Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010). Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 102, 531-549. doi: 10.1037/a0019243

Peñate, W. (2010). La escala de valoración del estado de ánimo (EVEA): Análisis de la estructura factorial y de la capacidad para detectar cambios en estados de ánimo. Análisis y Modificación de Conducta, 36(153-154). doi: 10.33776/amc.v36i153-154.1058

Pourtois, G., Schettino, A., & Vuilleumier, P. (2013). Brain mechanisms for emotional influences on perception and attention: What is magic and what is not. Biological Psychology, 92(3), 492-512. doi: 10.1016/j.biopsycho.2012.02.007

Queiruga, M. Á., Sáiz, M. C., & Montero, E. (2018). Transformar el aula en un escenario de aprendizaje significativo. Hekademos: revista educativa digital, (24), 7-18.

Quiroga, C., Kreutz, G., Clift, S., & Bongard, S. (2010). Shall we dance? An exploration of the perceived benefits of dancing on well-being. Arts & Health, 2(2), 149-163. doi: 10.1080/17533010903488582

Reeves, E., Miller, S., & Chavez, C. (2016). Movement and learning: Integrating physical activity into the classroom. Kappa Delta Pi Record, 52(3), 116-120. doi: 10.1080/00228958.2016.1191898

Reilly, E., Buskist, C., & Gross, M. K. (2012). Movement in the classroom: Boosting brain power, fighting obesity. Kappa Delta Pi Record, 48(2), 62-66. doi: 10.1080/00228958.2012.680365

Rivera, D., Salinas, C., Ramos-Usuga, D., Delgado-Mejía, I. D., Vasallo Key, Y., Hernández Agurcia, G. P., Valencia Vásquez, J., García-Guerrero, C. E., García de la Cadena, C., Rabago Barajas, B. V., Romero-García, I., Campos Varillas, A. I., Sánchez-SanSegundo, M., Galvao-Carmona, A., Lara, L., Granja Gilbert, E. J., Martín-Lobo, P., Velázquez-Cardoso, J., Caracuel, A., & Arango-Lasprilla, J. C… (2017). Concentration endurance test (d2): Normative data for Spanish-speaking pediatric population. NeuroRehabilitation, 41(3), 661-671. doi: 10.3233/NRE-172248

Romero Ramos, N., Romero Ramos, O., González Suárez, A., & Lobach, Y. (2022). Efecto del confinamiento sobre el estado emocional en una muestra de habitantes panameños. Revista Investigación y Pensamiento Crítico, 10(1), 12-24. doi: 10.37387/ipc.v10i1.272

Romero-Ramos, N., Romero-Ramos, Ó., & González, A. J. (2021). Actividad física y funciones cognitivas en perso-nas mayores: Revisión sistemática de los últimos 5 años. Retos, 39, 1017-1023. doi: 10.47197/retos.v0i39.79960

Romero-Ramos, O., Romero-Ramos, N., González, A. J., & Fernández-Rodríguez, E. (2022). Physical activity and emotional state during confinement in the COVID-19 pandemic. Recuperado de https://riuma.uma.es/xmlui/handle/10630/23951

Sanz, J. (2001). Un instrumento para evaluar la eficacia de los procedimientos de inducción de estado de ánimo: La escala de valoración del estado de ánimo (EVEA). Análisis y Modificación de Conducta, 27(111), 71-110.

Schober, P., Boer, C., & Schwarte, L. A. (2018). Correlation coefficients: Appropriate use and interpretation. Anesthe-sia and Analgesia, 126(5), 1763-1768. doi: 10.1213/ANE.0000000000002864

Shafir, T. (2016). Using movement to regulate emotion: Neurophysiological findings and their application in psycho-therapy. Frontiers in Psychology, 7:1451. doi: 10.3389/fpsyg.2016.01451

Sharp, J. G., Hemmings, B., Kay, R., Murphy, B., & Elliott, S. (2017). Academic boredom among students in higher education: A mixed-methods exploration of characteristics, contributors and consequences. Journal of Further and Higher Education, 41(5), 657-677. doi: 10.1080/0309877X.2016.1159292

Sheppard, A., & Broughton, M. C. (2020). Promoting wellbeing and health through active participation in music and dance: A systematic review. International Journal of Qualitative Studies on Health and Well-being, 15(1), 1732526. doi: 10.1080/17482631.2020.1732526

Shindler, J., Jones, A., Taylor, C., & Cadenas, H. (2004). Does seeking to create a better classroom climate lead to student success or improved teaching? Examining the relationship between pedagogical choices and classroom cli-mate in urban secondary schools. Online Yearbook of Urban Learning, Teaching, and Research, 27-36.

Stapp, A., & Prior, L. (2018). The impact of physically active brain breaks on college students’ activity levels and per-ceptions. Journal of Physical Activity Research, 3(1), 60-67.

Vaez, M., & Laflamme, L. (2008). Experienced stress, psycological symptoms, self-rated health and academic achievement: A longitudinal study of swedish university students. Social Behavior and Personality: an international journal, 36(2), 183-196. doi: 10.2224/sbp.2008.36.2.183

Valverde Guijarro, E., & Flórez García, M. T. (2012). Efecto de la danza en los enfermos de Parkinson. Fisioterapia, 34(5), 216-224. doi: 10.1016/j.ft.2012.03.006

Wang, G., Ren, F., Liu, Z., Xu, G., Jiang, F., Skora, E., & Lewin, D. S. (2016). Sleep patterns and academic perfor-mance during preparation for college entrance exam in chinese adolescents. Journal of School Health, 86(4), 298-306. doi: 10.1111/josh.12379

Wang, Z., & Zheng, J. (2020). Relationship between smartphone usage time and mental health of college students. Revista Argentina de Clínica Psicológica, 29(1), 177-186. doi: 10.24205/03276716.2020.23

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

Woo, J., Rajagopalan, P., & Andamon, M. M. (2022). An evaluation of measured indoor conditions and student per-formance using d2 Test of Attention. Building and Environment, 214, 108940. doi: 10.1016/j.buildenv.2022.108940

Wunsch, K., Kasten, N., & Fuchs, R. (2017). The effect of physical activity on sleep quality, well-being, and affect in academic stress periods. Nature and Science of Sleep, 9, 117-126. doi: 10.2147/NSS.S132078

Wynaden, D., Wichmann, H., & Murray, S. (2013). A synopsis of the mental health concerns of university students: Results of a text-based online survey from one Australian university. Higher Education Research & Development, 32(5), 846-860. doi: 10.1080/07294360.2013.777032

Descargas

Publicado

2024-01-01

Cómo citar

Lobach, Y., Romero Ramos, O. ., López Ceballos, C. E., Romero-Ramos, N., González Suárez, A. J., & Niźnikowski, T. . (2024). Descansos activos mediante la danza: una experiencia en alumnos universitarios (Brain breaks through dance: an experience with university students). Retos, 51, 683–689. https://doi.org/10.47197/retos.v51.100863

Número

Sección

Artículos de carácter científico: trabajos de investigaciones básicas y/o aplicadas

Artículos más leídos del mismo autor/a