Mejora de la función ejecutiva a través de actividad física cognitivamente desafiante con pedagogía no lineal en escuelas primarias (Improvement of Executive Function Through Cognitively Challenging Physical Activity with Nonlinear Pedagogy In Elementary Schools)
DOI:
https://doi.org/10.47197/retos.v51.101024Palabras clave:
Actividad física, pedagogía no lineal, interés situacional, compromiso cognitivo, fluidez en el diseño.Resumen
Este estudio investigó los efectos del desafío cognitivo con juegos pedagógicos no lineales sobre las funciones ejecutivas y los intereses situacionales de los estudiantes de educación física. Los participantes fueron 145 estudiantes de quinto y sexto grado (74 niños, 71 niñas) de cuatro escuelas primarias. Esta aguda investigación, que incluyó una sesión de educación física, utilizó un diseño cuasi-experimental con cuatro grupos, medidas repetidas y cruzadas. Después de la prueba posterior, una clase de quinto y sexto grado de cada escuela se asignó aleatoriamente al Grupo 1 con juegos de pedagogía no lineal cognitivamente desafiantes, al Grupo 2 con una sesión para enseñar habilidades de fútbol, y al Grupo 3 con una sesión para enseñar atletismo. Habilidades de campo y el Grupo 4 (grupo de control de la lista de espera) con juegos de pedagogía no lineal física y cognitivamente desafiantes. Se incluyeron medidas previas y posteriores a la prueba del funcionamiento ejecutivo y una evaluación posterior a la prueba del interés situacional. Los estudiantes del grupo 1 que participaron en actividades físicas cognitivamente desafiantes con juegos de pedagogía no lineal aumentaron sus puntajes de función ejecutiva (t(39) =−19,75, p < 0,001, d=1,82) más que los estudiantes que participaron en sesiones de fútbol del 2 (t(33) =−3Los efectos positivos sobre las funciones ejecutivas de los estudiantes se duplicaron cuando se administró la sesión de actividad física cognitivamente exigente con juegos de pedagogía no lineal al grupo de control en lista de espera. Los estudiantes que participaron en la sesión de habilidades futbolísticas mostraron algunas mejoras en sus funciones ejecutivas. Los estudiantes que participaron en juegos físicos no lineales cognitivamente desafiantes obtuvieron puntajes más altos en novedad que aquellos que participaron en fútbol o atletismo. Estos hallazgos confirman la eficacia de la actividad física cognitivamente desafiante utilizando juegos no lineales para estimular las funciones ejecutivas de los estudiantes de educación física.
Palabras clave: Actividad física, pedagogía no lineal, interés situacional, compromiso cognitivo, fluidez en el diseño.
Abstract. This study investigated the effects of cognitively challenging with nonlinear pedagogical games on the executive functions and situational interests of students in physical education. Participants were 145 fifth and sixth-grade students (74 boys, 71 girls) from four elementary schools. This acute investigation, which included a physical education session, utilized a quasi-experimental design with four groups, repeated measures, and cross-over. After the post-test, one fifth- and one sixth-grade class from each school was randomly assigned to Group 1 with cognitively challenging nonlinear pedagogy games, Group 2 with a session for teaching soccer skills, Group 3 with a session for teaching track and field skills, and Group 4 control group, all the group with cognitively challenging physical with activity nonlinear pedagogy games. Included were pre- and post-test measures of executive functioning and a post-test assessment of situational interest. Students in Group 1 who engaged in cognitively challenging physical activity with nonlinear pedagogy games increased their executive function scores (t(39) =−19.75, p < 0.001, d=1.82) more than students who participated in sessions with group 2 soccer (t(33) =−3.14, p=0.005), group 3 track and field skills (t(38) =−0.98, p=0.325) and those group 4 the control group (t(32) =−0.68, p=0.523). The positive effects on the executive functions of students were duplicated when the cognitively demanding physical activity with nonlinear pedagogy games session was administered to the control group on the waiting list Students who participated in the soccer skills session showed some improvements in their executive functions. Students who participated in cognitively challenging physical nonlinear games scored higher on novelty than those who participated in soccer or track and field. These findings confirm the efficacy of cognitively challenging physical activity using nonlinear games in stimulating the executive functions of students in physical education.
Key words: physical activity, nonlinear pedagogy, situational interest, cognitive engagement, design fluency
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