La práctica de actividad física se asocia con mejor cálculo matemático, razonamiento lingüístico, com-portamiento y atención en chicas TDAH (Physical activity is associated with improved mathematical computation, language reasoning, behavior and attention in ADHD girls)
DOI:
https://doi.org/10.47197/retos.v51.101337Palabras clave:
ejercicio físico, escolares, inhibición, rendimiento académico, trastorno de conductaResumen
En la actualidad encontramos cifras alarmantes de sedentarismo e inactividad física, dos condiciones que se asocian significativamente con el cálculo matemático, razonamiento lingüístico, comportamiento y atención en edad escolar. Sin embargo, son escasos los estudios realizados en población escolar con Trastorno por Déficit de Atención e Hiperactividad (TDAH). El objetivo del presente estudio fue analizar la asociación del nivel de práctica de Actividad Física Moderada-Vigorosa (AFMV) de escolares diagnosticados TDAH con el cálculo matemático, el razonamiento lingüístico, el comportamiento hiperactivo-desatento y el nivel de atención selectiva. Participaron 94 estudiantes (44 chicos; 47% y 50 chicas; 53%) de 9.48 ± 2.10 años. El cálculo matemático y razonamiento lingüístico se evaluaron mediante test ad hoc. Para el comportamiento hiperactivo-desatento en el aula se utilizó la prueba EDAH y la atención se midió con el test d2. Los resultados mostraron que una mayor práctica de AFMV se asocia con un mayor nivel de razonamiento lingüístico. Al realizar los análisis separando por sexo, en chicas, una mayor práctica de AFMV se asoció con un mayor cálculo matemático y razonamiento lingüístico, menor presencia de comportamiento hiperactivo-desatento y mejor nivel de atención. Se concluye que un alto nivel de AFMV semanal podría predecir mayor cálculo matemático y razonamiento lingüístico y baja presencia de comportamiento hiperactivo-impulsivo en el centro escolar. Los resultados sugieren el fomento de práctica de AFMV en escolares diagnosticados TDAH.
Palabras clave: ejercicio físico, escolares, inhibición, rendimiento académico, trastorno de conducta.
Abstract. Currently we find alarming figures for sedentary lifestyles and physical inactivity, two conditions that are significantly associated with mathematical calculation, linguistic reasoning, behaviour and attention at school age. However, few studies have been conducted in school children with Attention Deficit Hyperactivity Disorder (ADHD). The aim of the present study was to analyse the association between the level of Moderate-Vigorous Physical Activity (MVPA) practice in schoolchildren diagnosed with ADHD and mathematical calculation, linguistic reasoning, hyperactive-attentive behaviour and the level of selective attention. Ninety-four students (44 boys; 47% and 50 girls; 53%) aged 9.48 ± 2.10 years participated. Mathematical calculation and linguistic reasoning were assessed by means of ad hoc tests. For hyperactive-attentive behaviour in the classroom the EDAH test was used and attention was measured with the d2 test. The results showed that a higher level of MVPA was associated with a higher level of linguistic reasoning. When analysed by gender, in girls, a higher level of MVPA was associated with higher mathematical calculation and linguistic reasoning, less hyperactive-attentive behaviour and a better level of attention. It is concluded that a high level of weekly MVPA could predict higher mathematical calculation and linguistic reasoning and low presence of hyperactive-impulsive behaviour at school. The results suggest the promotion of MVPA practice in schoolchildren diagnosed with ADHD.
Keywords: physical exercise, schoolchildren, inhibition, academic performance, conduct disorder.
Citas
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