Actividad física en escolares y su relación con la atención. Una revisión sistemática (Physical activity in students and its association with attention. A systematic review)
DOI:
https://doi.org/10.47197/retos.v56.102537Palabras clave:
Atención, actividad física, escolares, comportamientos sedentarios, indicadores cognitivos.Resumen
A pesar de las recomendaciones de actividad física en niños y adolescentes, en la escuela actual no es infrecuente el desarrollo de comportamientos sedentarios que pueden afectar la salud. La evidencia sugiere que la actividad física tiene un efecto benéfico en el desarrollo de la atención, sin embargo, no hay claridad de las características que la actividad física deba tener para optimizar la mejora de la atención en escolares. Se realizó una búsqueda de artículos en bases de datos publicados entre 2013 y 2023, y luego de aplicar los criterios de inclusión y exclusión y tras analizar sus resultados se identificaron 33 artículos. Los resultados sugieren que la práctica de actividad física presenta un efecto positivo con la atención, principalmente con la atención selectiva, sin que sea posible establecer las características en relación de frecuencia, tiempo, intensidad o tipo de ejercicio que mejores resultados arrojan, esto probablemente sea debido a la heterogeneidad de las intervenciones y poblaciones estudiadas. Se requieren, por lo tanto, más estudios experimentales que ayuden en la identificación de las características de la actividad física que mejor contribuyan al desarrollo de la atención como indicador cognitivo.
Palabras clave: Atención, actividad física, escolares, comportamientos sedentarios, indicadores cognitivos.
Abstract: Despite the recommendations for physical activity in children and adolescents, sedentary behaviors that may affect health are frequent in today's schools. Evidence suggests that physical activity has a beneficial effect on the development of attention, however, there is no clarity on the characteristics that physical activity should have to optimize the improvement of attention in schoolchildren. A search for articles in databases published between 2013 and 2023 was performed, and after applying the inclusion and exclusion criteria and after analyzing their results, thirty-three articles were identified. The results suggest that the practice of physical activity has a positive effect on attention, mainly selective attention, but it is not possible to establish the characteristics in relation to frequency, time, intensity, or type of exercise that yield the best results, probably due to the heterogeneity of the interventions and populations studied. More experimental studies are therefore required to help identify the characteristics of physical activity that best contribute to the development of attention as a cognitive indicator.
Keywords: Attention, physical activity, school children, sedentary behaviors, cognitive indicators.
Citas
Altenburg, T. M., Chinapaw, M. J. M., & Singh, A. S. (2015). 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(10), 820–824. https://doi.org/10.1016/j.jsams.2015.12.003
Altermann, W., & Gröpel, P. (2022). Effects of acute endurance, strength, and coordination exercise interventions on attention in adolescents: A randomized controlled study. Psychology of Sport and Exercise, 64. https://doi.org/10.1016/j.psychsport.2022.102300
Alvarado, J., Riveros, M., & Morales, N. (2019). Las prácticas deportivas como estrategia para fortalecer las competencias ciudadanas en escolares de un modelo educativo alternativo en Bogotá. In Ed. Kinesis (p. 182–187).
Bauman, A. E., Petersen, C. B., Blond, K., Rangul, V., & Hardy, L. L. (2018). The Descriptive Epidemiology of Sedentary Behaviour. In Epidemiology and Public Health (pp. 73–106). https://doi.org/10.1007/978-3-319-61552-3_4
Booth, J. N., Tomporowski, P. D., Boyle, J. M., Ness, A. R., Joinson, C., Leary, S. D., & Reilly, J. J. (2013). Associations between executive attention and objectively measured physical activity in adolescence: Findings from ALSPAC, a UK cohort. Mental Health and Physical Activity, 6(3), 212–219. https://doi.org/10.1016/j.mhpa.2013.09.002
De Greeff, J. W., Bosker, R. J., Oosterlaan, J., Visscher, C., & 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. https://doi.org/10.1016/j.jsams.2017.09.595
Domínguez-González, F., Moral-Campillo, L., Reigal, R., & Hernández-Mendo, A. (2018). Cuadernos de psicología del deporte. In Cuadernos de Psicología del Deporte (Vol. 18, Issue 2). [publisher not identified]. https://scielo.isciii.es/scielo.php?script=sci_arttext&pid=S1578-84232018000200004&lng=es&nrm=iso&tlng=es
Faulkner, J., Lambrick, D., Kaufmann, S., & Stoner, L. (2016). Effects of upright and recumbent cycling on executive function and prefrontal cortex oxygenation in young healthy men. Journal of Physical Activity and Health, 13(8), 882–887. https://doi.org/10.1123/jpah.2015-0454
Flores, E., Maureira Cid, F., Díaz Muñoz, H., Navarro Aburto, B., Gavotto Nogales, O., & Matheu Pérez, A. (2019). Efectos de una sesión de ejercicio físico sobre la actividad neurofisiológica durante la resolución de una prueba de atención selectiva. Retos, 36, 391–397. https://doi.org/https://doi.org/10.47197/retos.v36i36.68960
Gall, S., Adams, L., Joubert, N., Ludyga, S., Müller, I., Nqweniso, S., Pühse, U., Du Randt, R., Seelig, H., Smith, D., Steinmann, P., Utzinger, J., Walter, C., & Gerber, M. (2018). Effect of a 20-week physical activity intervention on selective attention and academic performance in children living in disadvantaged neighborhoods: A cluster randomized control trial. PLoS ONE, 13(11). https://doi.org/https://doi.org/10.1371/journal. pone.0206908
Gallotta, M. C., Bonavolontà, V., Zimatore, G., Iazzoni, S., Guidetti, L., & Baldari, C. (2020). Effects of Open (Racket) and Closed (Running) Skill Sports Practice on Children’s Attentional Performance. The Open Sports Sciences Journal, 13(1), 105–113. https://doi.org/10.2174/1875399x02013010105
Gallotta, M. C., Emerenziani, G. P., Franciosi, E., Meucci, M., Guidetti, L., & Baldari, C. (2015). Acute physical activity and delayed attention in primary school students. Scandinavian Journal of Medicine and Science in Sports, 25(3), e331–e338. https://doi.org/10.1111/sms.12310
García-Hermoso, A., Hormazábal-Aguayo, I., Fernández-Vergara, O., González-Calderón, N., Russell-Guzmán, J., Vicencio-Rojas, F., Chacana-Cañas, C., & Ramírez-Vélez, R. (2020). A before-school physical activity intervention to improve cognitive parameters in children: The Active-Start study. Scandinavian Journal of Medicine and Science in Sports, 30(1), 108–116. https://doi.org/10.1111/sms.13537
Gelabert, J., De La Vega, R., Palou-Sampol, P., & Muntaner-Mas, A. (2023). The effects of a moderate-to-high intensity interval exercise training programme on selective and sustained attention in schoolchildren aged 11 and 12. Journal of Human Sport and Exercise, 18(1), 209–223. https://doi.org/10.14198/JHSE.2023.181.17
Gilbert, L. M., Dring, K. J., Williams, R. A., Boat, R., Sunderland, C., Morris, J. G., Nevill, M. E., & Cooper, S. B. (2023). Effects of a games-based physical education lesson on cognitive function in adolescents. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1098861
Gunnell, K. E., Poitras, V. J., LeBlanc, A., Schibli, K., Barbeau, K., Hedayati, N., Ponitfex, M. B., Goldfield, G. S., Dunlap, C., Lehan, E., & Tremblay, M. S. (2019). Physical activity and brain structure, brain function, and cognition in children and youth: A systematic review of randomized controlled trials. Mental Health and Physical Activity, 16, 105–127. https://doi.org/10.1016/j.mhpa.2018.11.002
Hajar, M. S., Rizal, H., & Kuan, G. (2019). Effects of physical activity on sustained attention: A systematic review. Scientia Medica, 29(2), 1–14. https://doi.org/10.15448/1980-6108.2019.2.32864
Hillman, C. H., Pontifex, M. B., Raine, L. B., Castelli, D. M., Hall, E. E., & Kramer, A. F. (2009). The effect of acute treadmill walking on cognitive control and academic achievement in preadolescent children. Neuroscience, 159(3), 1044–1054. https://doi.org/10.1016/j.neuroscience.2009.01.057
Hillman, C. H., Snook, E. M., & Jerome, G. J. (2003). Acute cardiovascular exercise and executive control function. International Journal of Psychophysiology, 48(3), 307–314. https://doi.org/10.1016/S0167-8760(03)00080-1
Introzzi, I., Aydmune, Y., Zamora, E. V., Vernucci, S., & Ledesma, R. (2019). The development mechanisms of selective attention in child population. Revista CES Psicologia, 12(3), 105–118. https://doi.org/10.21615/CESP.12.3.8
Komari, A., Setyawan, H., Setyo Kriswanto, E., Vicente García-Jiménez, J., Pavlovic, R., Magdalena Nowak, A., Susanto, N., Wibowo Kurniawan, A., Aziz Purnomo Shidiq, A., & Malikul Ikhwanda Putra, A. (2024). The Effect of Physical Education (PE) Class Management Using Badminton Materials to Improve Elementary School (ES) Students’ Concentration. Retos, 55, 520–526. https://doi.org/https://doi.org/10.47197/retos.v56.104609
Kuzik, N., da Costa, B. G. G., Hwang, Y., Verswijveren, S. J. J. M., Rollo, S., Tremblay, M. S., Bélanger, S., Carson, V., Davis, M., Hornby, S., Huang, W. Y., Law, B., Salmon, J., Tomasone, J. R., Wachira, L. J., Wijndaele, K., & Saunders, T. J. (2022). School-related sedentary behaviours and indicators of health and well-being among children and youth: a systematic review. International Journal of Behavioral Nutrition and Physical Activity, 19:40(1), 1–32. https://doi.org/10.1186/s12966-022-01258-4
Lai, Y. J., & Chang, K. M. (2020). Improvement of attention in elementary school students through fixation focus training activity. International Journal of Environmental Research and Public Health, 17(13), 1–13. https://doi.org/10.3390/ijerph17134780
Latino, F., Cataldi, S., & Fischetti, F. (2021). Effects of a Coordinative Ability Training Program on Adolescents’ Cognitive Functioning. Frontiers in Psychology, 12, 1–8. https://doi.org/10.3389/fpsyg.2021.620440
Leong, I. T., Moghadam, S., & Hashim, H. A. (2015). Aggregated effects of combining daily milk consumption and aerobic exercise on short-term memory and sustained attention among female students. Perceptual and Motor Skills, 120(1), 57–66. https://doi.org/10.2466/22.06.PMS.120v11x3
Lima, R. F., Da Silva, V. F., De Oliveira, G. L., De Oliveira, T. A. P., Filho, J. F., Mendonça, J. G. R., Borges, C. J., Militão, A. G., Freire, I. D. A., & Valentim-Silva, J. R. (2017). Practicing karate may improve the executive functions of 8-11-year-old schoolchildren. Journal of Physical Education and Sport, 17(4), 2513–2518. https://doi.org/10.7752/jpes.2017.04283
López-Vicente, M., Forns, J., Esnaola, M., Suades-González, E., Álvarez-Pedrerol, M., Robinson, O., Júlvez, J., Garcia-Aymerich, J., & Sunyer, J. (2016). Physical activity and cognitive trajectories in schoolchildren. Pediatric Exercise Science, 28(3), 431–438. https://doi.org/10.1123/pes.2015-0157
Ma. J, Mare, L. Le, & 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(3), 238–244. https://doi.org/10.1139/apnm-2014-0309
Mahar, M. T. (2019). Classroom-Based Physical Activity and On-Task Behavior. Translational Journal of the ACSM, 4(17), 148–154. https://doi.org/DOI: 10.1249/TJX.0000000000000099
Maldonado, J., Castillo-Quezada Humberto, Hernández-Mosqueira Claudio, & Sandoval- Obando Eduardo. (2023). Efectividad de programas de intervención escolar orientada la reducción de la obesidad infantil: Una revisión Sistemática. Retos, 47, 603–609. https://doi.org/https://doi.org/10.47197/retos.v47.95928
Martínez-López et al. (2018). 24 sessions of monitored cooperative high-intensity interval training improves attention-concentration and mathematical calculation in secondary school. Journal of Physical Education and Sport, 18(3), 1572–1582. https://doi.org/10.7752/jpes.2018.03232
Maureira Cid, F., & Flores, E. (2017). Efectos del ejercicio físico sobre la atención: una revisión de los últimos años. Revista Ciencias de La Actividad Física UCM (Universidad Complutense de Madrid)., 18(1), 73–83. https://revistacaf.ucm.cl/article/view/110
Miko, H. C., Zillmann, N., Ring-Dimitriou, S., Dorner, T. E., Titze, S., & Bauer, R. (2020). Effects of physical activity on health. Gesundheitswesen, Supplement, 82, 184–195. https://doi.org/10.1055/a-1217-0549
Müller, C., Otto, B., Sawitzki, V., Kanagalingam, P., Scherer, J. S., & Lindberg, S. (2021). Short breaks at school: effects of physical activity and mindfulness intervention on children’s attention, reading comprehension, and self-esteem. Trends in Neuroscience and Education, 25(100160), 1–10. https://doi.org/10.1016/j.tine.2021.100160
Oviedo, C. P., & Soria Viteri, J. (2015). Pregunta de investigación y estrategia PICOT. Revista Medicina, 19(1), 66–69. https://doi.org/https://doi.org/10.23878/medicina.v19i1.647
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ (Clinical Research Ed.), 372, n71., 1–9. https://doi.org/https://doi.org/10.1136/bmj.n71
Pérez-Lobato, R., Reigal, R. E., & Hernández-Mendo, A. (2016). Relaciones entre la práctica física, condición física y atención en una muestra adolescente / Relationships between physical activity, fitness and attention in an adolescent sample. Revista de Psicología Del Deporte, 25(1), 179–186. Retrieved from https://www.proquest.com/scholarly-journals/relaciones-entre-la-práctica-física-condición-y/docview/2258217555/se-2
Polevoy, G. (2022a). The Effect of Physical Activity on Attention Indicators of Schoolchildren. Annals of Applied Sport Science, 10(4), 1–7. https://doi.org/10.52547/aassjournal.1149
Polevoy, G. (2022b). The influence of speed and strength training at school on the indicators of attention switching in children aged 13-14 years with different typologies. Journal of Education and Health Promotion, 11(1), 11–23. https://doi.org/10.4103/jehp.jehp_413_21
Rodríguez-Negro, J., & Yanci, J. (2021). Effects of two different physical education instructional models on creativity, attention, and impulse control among primary school students. Educational Psychology, 42(6), 787–799. https://doi.org/10.1080/01443410.2021.1988059
Romero-Martínez, J., Menescardi, C., García-Massó, X., & Estevan, I. (2024). Efectos de la actividad física durante las clases sobre la alfabetización motriz: una revisión sistemática Effects of class-based physical activity in physical literacy: a systematic review. Retos, 52, 311–322. https://doi.org/https://doi.org/10.47197/retos.v52.100143
Rosa, A., G., Canto, E. G., & Carrillo López, P. J. (2019). Relación entre capacidad aeróbica y el nivel de atención en escolares de primaria Relationship between aerobic capacity and level of attention in primary school children. Retos, 35, 36–41. https://doi.org/10.47197/retos.v0i35.60729
Rosa, A., García Canto, E., & Martínez García, H. (2020). Influencia de un programa de actividad física sobre la atención selectiva y la eficacia atencional en escolares Influence of a physical activity program on selective attention and attentional efficiency in school children. Retos, 38, 560–566. https://doi.org/10.47197/retos.v38i38.77191
Rosa, A., García Canto, E., & Martínez García, H. A. (2021). Ejercicio físico aeróbico y atención selectiva en escolares de educación primaria Aerobic physical exercise and selective attention in primary school children. Retos., 39, 421–428. https://doi.org/10.47197/retos.v0i39.81060
Ruiz-Ariza, A., López-Serrano, S., Mezcua-Hidalgo, A., Martínez-López, E. J., & Abu-Helaiel, K. (2021). Efecto agudo de descansos físicamente activos en variables cognitivas y creatividad en Educación Secundaria. Retos, 39, 635–642. https://doi.org/https://doi.org/10.47197/retos.v0i39.78591
Samuel, R. D., Zavdy, O., Levav, M., Reuveny, R., Katz, U., & Dubnov-Raz, G. (2017). The Effects of Maximal Intensity Exercise on Cognitive Performance in Children. Journal of Human Kinetics, 57(1), 85–96. https://doi.org/10.1515/hukin-2017-0050
Saunders, T. J., Rollo, S., Kuzik, N., Demchenko, I., Bélanger, S., Brisson-Boivin, K., Carson, V., da Costa, B. G. G., Davis, M., Hornby, S., Huang, W. Y., Law, B., Ponti, M., Markham, C., Salmon, J., Tomasone, J. R., Van Rooij, A. J., Wachira, L. J., Wijndaele, K., & Tremblay, M. S. (2022). International school-related sedentary behaviour recommendations for children and youth. International Journal of Behavioral Nutrition and Physical Activity, 19:39. https://doi.org/10.1186/s12966-022-01259-3
Schmidt, M., Egger, F., & Conzelmann, A. (2015). Delayed positive effects of an acute bout of coordinative exercise on children’s attention. Perceptual and Motor Skills, 121(2), 431–446. https://doi.org/10.2466/22.06.PMS.121c22x1
Silva-Capella, V., González-García, R. J., & Pérez-Campos, C. (2021). Effects of physical warm-up on the attention of adolescent students. Journal of Physical Education and Sport, 21(1), 406–415. https://doi.org/10.7752/jpes.2021.01040
Spitzer, U. S., & Hollmann, W. (2013). Experimental observations of the effects of physical exercise on attention, academic and prosocial performance in school settings. Trends in Neuroscience and Education, 2(1), 1–6. https://doi.org/10.1016/j.tine.2013.03.002
Tremblay, M. S., Aubert, S., Barnes, J. D., Saunders, T. J., Carson, V., Latimer-Cheung, A. E., Chastin, S. F. M., Altenburg, T. M., Chinapaw, M. J. M., Aminian, S., Arundell, L., Hinkley, T., Hnatiuk, J., Atkin, A. J., Belanger, K., Chaput, J. P., Gunnell, K., Larouche, R., Manyanga, T., … Wondergem, R. (2017). Sedentary Behavior Research Network (SBRN) - Terminology Consensus Project process and outcome. International Journal of Behavioral Nutrition and Physical Activity, 14:75. https://doi.org/10.1186/s12966-017-0525-8
Tseng, W.-Y., Rekik, G., Chen, C. H., Clemente, F. M., Bezerra, P., Crowley-McHattan, Z. J., & Chen, Y. S. (2021). Effects of 8-Week FIFA 11+ for kids' intervention on physical fitness and attention in elementary school children. Journal of Physical Activity and Health, 18(6), 686–693. https://doi.org/10.1123/jpah.2020-0823
Van den Berg, V., Saliasi, E., Jolles, J., de Groot, R. H. M., Chinapaw, M. J. M., & Singh, A. S. (2018). Exercise of Varying Durations: No Acute Effects on Cognitive Performance in Adolescents. Frontiers in Neuroscience, 12(672), 1–11. https://doi.org/10.3389/fnins.2018.00672
Vanhelst, J., Béghin, L., Duhamel, A., Manios, Y., Molnar, D., De Henauw, S., Moreno, L. A., Ortega, F. B., Sjöström, M., Widhalm, K., Gottrand, F., De Henauw, S., González-Gross, M., Gilbert, C., Kafatos, A., Sánchez, J., Hall, G., Maes, L., Meléndez, P., … Gómez Lorente, J. J. (2016). Physical Activity Is Associated with Attention Capacity in Adolescents. Journal of Pediatrics, 168, 126-131.e2. https://doi.org/10.1016/j.jpeds.2015.09.029
Vhavle, S., Rao, R., & Manjunath, N. (2019). Comparison of yoga versus physical exercise on executive function, attention, and working memory in adolescent schoolchildren: A randomized controlled trial. International Journal of Yoga, 12(2), 172. https://doi.org/10.4103/ijoy.ijoy_61_18
WHO guidelines on physical activity and sedentary behaviour. (2021). WHO guidelines on physical activity and sedentary behavior. 2021. https://www.who.int/es/publications/i/item/9789240014886
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2024 Retos
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Los autores que publican en esta revista están de acuerdo con los siguientes términos:
- Los autores conservan los derechos de autor y garantizan a la revista el derecho de ser la primera publicación de su obra, el cuál estará simultáneamente sujeto a la licencia de reconocimiento de Creative Commons que permite a terceros compartir la obra siempre que se indique su autor y su primera publicación esta revista.
- Los autores pueden establecer por separado acuerdos adicionales para la distribución no exclusiva de la versión de la obra publicada en la revista (por ejemplo, situarlo en un repositorio institucional o publicarlo en un libro), con un reconocimiento de su publicación inicial en esta revista.
- Se permite y se anima a los autores a difundir sus trabajos electrónicamente (por ejemplo, en repositorios institucionales o en su propio sitio web) antes y durante el proceso de envío, ya que puede dar lugar a intercambios productivos, así como a una citación más temprana y mayor de los trabajos publicados (Véase The Effect of Open Access) (en inglés).
Esta revista sigue la "open access policy" de BOAI (1), apoyando los derechos de los usuarios a "leer, descargar, copiar, distribuir, imprimir, buscar o enlazar los textos completos de los artículos".
(1) http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess
