El efecto de la carrera aeróbica en el pensamiento y la resistencia de los niños (The effect of aerobic running on children's thinking and endurance)
DOI:
https://doi.org/10.47197/retos.v54.103477Palabras clave:
Health, Physical culture, Aerobic abilities, Physical qualities, Psychodiagnostics, School curriculumResumen
El objetivo es evaluar el impacto de la carrera prolongada en los indicadores de resistencia y pensamiento de niños de 9 a 10 años en las clases de educación física en la escuela. Métodos: el experimento pedagógico se llevó a cabo durante 4 meses sobre la base de la escuela secundaria de educación general 60 (Kirov, Rusia), participaron 120 escolares de tercer grado. se impartieron 34 lecciones de educación física en cada clase. Los escolares del grupo de control participaron en un programa estándar de educación física para escolares más pequeños. Los niños del grupo experimental también trabajaron en el marco del programa habitual, pero durante cada lección realizaron una carrera larga de 6 minutos. La resistencia general se evaluó mediante la prueba K Cooper (6 minutos), el pensamiento de los estudiantes se evaluó mediante la prueba de "Analogías simples". Ambas pruebas se realizaron antes y después del experimento pedagógico. Resultados-antes del inicio del estudio, no hubo diferencias significativas entre clases en ambas pruebas (p>0,05). Tras la finalización del estudio, el rendimiento de los niños del grupo control mejoró en la prueba de resistencia en un 6,8% y un 7,2% (p>0,05), y en el grupo experimental mejoró en un 24,9% y un 18,9% (p<0,05). En la prueba de pensamiento, los indicadores del grupo control aumentaron un 7,3% y un 8,4% (p > 0,05), y en el grupo experimental un 24,8% y un 23,5% (p < 0,05). Conclusión: se puede introducir la carrera larga en el programa de educación física en la escuela para mejorar el rendimiento de resistencia y el pensamiento de los escolares de 9 a 10 años.
Palabras Clave: Salud, Cultura física, Habilidades aeróbicas, Cualidades físicas, Psicodiagnóstico, Currículo escolar.
Abstract. The aim is to assess the impact of prolonged running on the endurance and thinking indicators of children aged 9-10 years in physical education classes at school. Methods – the pedagogical experiment was conducted for 4 months on the basis of the secondary general educational school 60 (Kirov, Russia), 120 schoolchildren from the third grades took part in it. 34 physical education lessons were held in each class. Schoolchildren from the control group were engaged in a standard physical education program for younger schoolchildren. The children from the experimental group also worked within the framework of the usual program, but during each lesson they performed a long run of 6 minutes. Overall endurance was assessed using the K Cooper (6 minutes) test, the students' thinking was evaluated by the "Simple Analogies" test. Both tests were performed before and after the pedagogical experiment. Results – before the start of the study, there were no significant differences between classes in both tests (p>0.05). After the end of the study, the performance of children in the control group improved in the endurance test by 6.8% and 7.2% (p>0.05), and in the experimental group improved by 24.9% and 18.9% (p<0.05). In the thinking test, the indicators of the control group increased by 7.3% and 8.4% (p>0.05), and in the experimental group by 24.8% and 23.5% (p<0.05). Conclusion – long running can be introduced into the physical education program at school to improve endurance performance and thinking of schoolchildren 9-10 years old.
Keywords: Health, Physical culture, Aerobic abilities, Physical qualities, Psychodiagnostics, School curriculum.
Citas
Patel, S., Patel, H., Nai, P., Patel, M., Charel, T., Panjavani, S., Patel, P. (2022). Knowledge and Attitude regarding Health Awareness among Primary School Children of Government School at Kheda district. Journal of Pharma-ceutical Negative Results, 13, 9. DOI: 10.47750/pnr.2022.13.S09.177
Seflova, I. (2022). P05-11 Motor Competence Assessment of Czech School-Age Children: Lack of Movement or De-velopmental Coordination Disorder? The European Journal of Public Health, 32, 2. DOI: 10.1093/eurpub/ckac095.078
Sembrat, S., Gordienko O. (2022). Features of the formation of the structure of physical fitness of primary school children and the development of its main components. Scientific Journal of National Pedagogical Dragomanov University, 6. DOI: 10.31392/NPU-nc.series15.2022.6(151).26
Afaa, T., Seneadza, N. A. H., Ameyaw, E., Rodrigues, O. P. (2022). Blood pressure profile, prevalence of hyperten-sion and associated familial factors in school children in Accra, Ghana. Nigerian Journal of Clinical Practice, 25, 4, 386. DOI: 10.4103/njcp.njcp_1832_21
Saemoh, F., Jeadeng, M., Suwankhong, D., Chinnasee, C., Md Nadzalan, A. (2022). The effectiveness of folk physical activity and food education programme on body mass, nutrition knowledge and consumption behaviour among overweight primary school children in Southern Thailand. Pedagogy of Physical Culture and Sports, 26, 6, 391-8. https://doi.org/10.15561/26649837.2022.0605
Durairaj, K., Felicia, C. A. (2022). Screentime usage with sleep pattern and obesity among school children during. International Journal of Current Research, 14, 6, 21718-21724
Paulose, A., Aluckal, E. (2022). Prevalence of Overweight and Obesity in School Children Aged 5-12 Years of Kottayam, India. International Journal of Science and Healthcare Research, 7, 3. https://doi.org/10.52403/ijshr.20220760
Yulianti, A., Fitriana, F., Falahiah, H. (2022). Impact of Physical Activity on the Balance and Fitness of Elementary School Children During the Covid-19 Pandemic. The International Conference of Medicine and Health, 372–376. DOI: 10.18502/kme.v2i3.11887
Akter, S., Bristy, T. A. (2022). Lifestyle factors and risk of obesity among the school children in Khulna city, Khulna Univ. Stud, 19, 2, 235-244. https://doi.org/10.53808/KUS.2022.19.02.2147-ss
Le, G. B., Dinh, D. X. (2022). Prevalence and associated factors of overweight and obesity among primary school children: a cross-sectional study in Thanhhoa City, Vietnam. BMJ Open, 12, e058504. doi: 10.1136/bmjopen-2021-058504
Slagle, M., Brown, H., Egan, C. (2022). Increasing Physical Education and Physical Activity Time in School: Strategies that Worked. A Journal for Physical and Sport Educators, 35, 6, 25-28. https://doi.org/10.1080/08924562.2022.2120140
Ahmed, N., Sarkar, A. (2022). Enhancement teaching and learning process through the application of ict in physical education. Indian Journal of Yoga Exercise & Sport Science and Physical Education, 7, 1-2. DOI: 10.58914/ijyesspe.2022-7.1-2.5
Ospankulov, Y. E., Nurgaliyeva, S., Kunai, S., Baigaliev, A. M., Kaldyhanovna, K. R. (2022). Using physical education lessons to develop the autonomy of primary school children. Cypriot Journal of Educational Sciences, 17, 2, 601–614. https://doi.org/10.18844/cjes.v17i2.6856
Gao, M. (2022). Should Secondary Schools Increase or Decrease the Time of Physical Education? Educational Re-search and Reviews, 3, 4, 43. DOI: 10.32629/rerr.v3i4.565
Jalolov, Sh., Abdiolimova, I. (2022). Methods of teaching physical education in elementary school. ACADEMICIA An International Multidisciplinary Research Journal, 12, 5, 758-763. DOI: 10.5958/2249-7137.2022.00487.6
Polivka, T., Fialova, L. (2022). Attitudes of Primary School Pupils to Physical Education. Education, Society and Hu-man Studies, 3, 1. https://doi.org/10.22158/eshs.v3n1p41
Bae, M-H. (2023). The Effect of a Virtual Reality-Based Physical Education Program on Physical Fitness among Ele-mentary School Students. Iranian Journal of Public Health, 52, 2. https://doi.org/10.18502/ijph.v52i2.11890
Tao, D., Gao, Y., Li, F., Liang, W., Jiao, J., Huang, W., Supriya, R., Baker, J. (2022). Physical Education Provision in Schools. A Role for Dance. Physical activity and health. DOI: 10.5334/paah.137
Cruickshank, V., Pill, S., Mainsbridge, C. (2022). The curriculum took a back seat to huff and puff: Teaching high school health and physical education during Covid-19. European Physical Education Review, 28, 4, 837-851. https://doi.org/10.1177/1356336X221086366
Dmytrenko, S. M., Herasymyshyn, V. P., Khoronzhevskyi, L. Y., Chuiko, Y. A. (2021). Purposeful development of motor abilities of junior schoolchildren by means of outdoor games. Scientific Journal of NPDU. Physical culture and sports, 3, 133, 39-2. https://doi.org/10.31392/NPU-nc.series15.2021.3(133).07
Agudelo Velásquez, C. A., Zagalaz Sánchez, M. L., Zurita Ortega, F. (2019). Analysis of Strength and Endurance Values in Schoolchildren Aged 7 to 10 Years in Tolú, Colombia. Sustainability, 11, 16, 4433. https://doi.org/10.3390/su11164433
Unierzyski, P., Bogusławski, M. (2016). Endurance development for 10-12 and under tennis players. ITF Coaching and Sport Science Review, 24, 69, 22-24. https://doi.org/10.52383/itfcoaching.v24i69.191
Smirnova, L. M., Kharissova, N. M., Tikhomirova, Y. S. (2022). The development of endurance in high school skiing lessons. Int J Complement Alt Med, 15, 1, 41‒45. DOI: 10.15406/ijcam.2022.15.00588
Kumar, R., Zemkova, E. (2022). The Effect of 12-Week Core Strengthening and Weight Training on Muscle Strength, Endurance and Flexibility in School-Aged Athletes. Applied Sciences, 12, 24, 12550. DOI: 10.3390/app122412550
Kozina, Zh. L., Koval, K. A., Vasilyev, Yu. K. (2019). Development of endurance of young athletes of 12-13 years in cycling in the initial stage of training. Health Sport Rehabilitation, 5, 1, 47. DOI: 10.34142/HSR.2019.05.01.05
Ge, Zh., Lv, X., Xue, Y. (2023). Correlation between aerobic training and physical endurance in basketball play-ers.Revista Brasileira de Medicina do Esporte, 29, 4. DOI: 10.1590/1517-8692202329012022_0342
Fuentes-Barría, H., Aguilera-Eguía, R., González-Wong, C. (2021). Habilidades motoras, cualidades físicas y perío-dos sensibles en el desarrollo escolar. Andes pediatr, 92, 6, 983-984. doi:10.32641/andespediatr.v92i6.4101
Van Hooren, B., De Ste Croix, M. (2020). Sensitive Periods to Train General Motor Abilities in Children and Adoles-cents: Do They Exist? A Critical Appraisal. Strength and Conditioning Journal, 42, 6, 7-14. DOI: 10.1519/SSC.0000000000000545
Tomporowski, P. D., Lambourne, K., Okumura, M. S. (2011). Physical activity interventions and children's mental function: an introduction and overview. Prev Med, 52 (Suppl 1), S3-9. doi: 10.1016/j.ypmed.2011.01.028.
Jia, N., Zhang, X., Wang, X., Dong, X., Zhou, Y., Ding, M. (2021). The Effects of Diverse Exercise on Cognition and Mental Health of Children Aged 5–6 Years: A Controlled Trial. Front. Psychol, 12, 759351. doi: 10.3389/fpsyg.2021.759351
Lyakh, V. I. (2020). Working program on physical culture at school for children of grades 1-4. Teacher: Moscow, Russia, 266.
Li, A. M., Yin, J., Yu, C. C. W., Tsang, T., So, H. K., Wong, E., Chan, D., Hon, E. K. L., Sung, R. (2005). The six-minute walk test in healthy children: reliability and validity. European Respiratory Journal, 25, 6, 1057-1060; DOI: 10.1183/09031936.05.00134904
Raygorodsky, D. Ya. (2022). Practical psychodiagnostics. Methods and tests. Bahrah-M: Moscow, Russia, 672.
Stuart, B., Asare, M. (2011). Physical activity and mental health in children and adolescents: A review of reviews. British Journal of Sports Medicine, 45, 11, 886 - 895.
Mahindru, A., Patil, P., Agrawal, V. (2023). Role of Physical Activity on Mental Health and Well-Being: A Review. Cureus, 15, 1, e33475. doi:10.7759/cureus.33475
Sadeghi, B., Tojari, F., Entezari, Z., Balali, M. (2022). The effect of watching models of teaching physical activity on cognitive-motor components and physical competence among children. Shenakht Journal of Psychology and Psy-chiatry, 9, 4, 39-52. DOI: 10.32598/shenakht.9.4.39
Gao, Z., Chen, S., Sun, H., Wen, X., Xiang, P (2018). Physical Activity in Children’s Health and Cognition. BioMed Research International. https://doi.org/10.1155/2018/8542403
Padulo, J., Bragazzi, N. L., De Giorgio, A., Grgantov, Z., Prato, S., Ardigò, L. P. (2019). The Effect of Physical Activ-ity on Cognitive Performance in an Italian Elementary School: Insights From a Pilot Study Using Structural Equa-tion Modeling. Front. Physiol, 10, 202. doi: 10.3389/fphys.2019.00202
Bidzan-Bluma, I., Lipowska, M. (2018). Physical Activity and Cognitive Functioning of Children: A Systematic Re-view. Int J Environ Res Public Health, 15, 4, 800. doi: 10.3390/ijerph15040800.
Piya-amornphan, N., Santiworakul, A., Cetthakrikul, S., Srirug S. (2020). Physical activity and creativity of children and youths. BMC Pediatr, 20, 118. https://doi.org/10.1186/s12887-020-2017-2
Moreno Muciño, O., Medina Rodríguez, R. E., Enríquez Reyna, M. C., González, J. G., & Ceballos Gurrola, O. (2021). Physical activity and use of social media, in high school students. Differences by sex and school grade. Re-tos, 42, 276–285. https://doi.org/10.47197/retos.v42i0.86364
Mercê, C., Cordeiro, J., Romão, C., Branco, M., & Catela, D. (2023). Levels of Physical Activity in Portuguese Chil-dren: the Impact of the Covid-19 Pandemic. Retos, 47, 174–180. https://doi.org/10.47197/retos.v47.94936
Sánchez González, S., Castro Barrientos, C., Prat, A., & Castillo-Paredes, A. (2022). Physical Education Pedagogy in Chile in school contexts, universities and public policies. A review. Retos, 43, 904–915. https://doi.org/10.47197/retos.v43i0.87807
Campos Rodríguez, A. Y., Romero García, J. A., Hall-López, J. A., & Ochoa Martínez, P. Y. (2021). Overview of overweight and obesity in Latin American schools (Panorama del sobrepeso y la obesidad en escolares de Latinoa-mérica). Retos, 39, 863–869. https://doi.org/10.47197/retos.v0i39.78426
Bush, P. L., & MacDonald, C. (2015). Promoting Physical Activity Among Adolescents: Recommendations From Correlation Research (La promoción de la actividad físicas entre los adolescentes: recomendaciones a partir de la investigación correlacional). Retos, 28, 184–189. https://doi.org/10.47197/retos.v0i28.34953
Mellado-Rubio, R., Devís-Devís, J., & Valencia-Peris, A. (2023). Physical activity in elementary school children: compliance with recommendations and the contribution of the school recess . Retos, 48, 366–373. https://doi.org/10.47197/retos.v48.96437
Teixeira Costa, H. J., Moreira, C. C. F., Gomes, E. M. C., & Leão, A. A. I. (2021). Effect of short-term practice of breathing exercises on the breathing capacity in school-age girls (Efecto de la práctica a corto plazo de ejercicios respiratorios sobre la capacidad respiratoria en niñas en edad escolar). Retos, 42, 464–469. https://doi.org/10.47197/retos.v42i0.81842
Castillo-Retamal, F., Souza de Carvalho, R., Bássoli de Oliveira, A. A., Matias de Souza, V. de F., Barbosa Anversa, A. L., & Pereira da Silva Júnior, A. (2022). Evaluation in school Physical Education: discussions based on teacher training. Retos, 46, 179–189. https://doi.org/10.47197/retos.v46.93736
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
