Impacto de la actividad física en el estrés escolar en niños y adolescentes antes del COVID-19: una revisión sistemática (Impact of physical activity on school-related stress in children and adolescents before COVID-19: a systematic review)
DOI:
https://doi.org/10.47197/retos.v61.108748Palabras clave:
school age, physical activity, emotional well-being, school stress, health statusResumen
Antecedentes: Esta revisión sistemática tuvo como objetivo explorar la relación entre la actividad física (AF) y el estrés escolar en niños y adolescentes. El estudio examinó cómo las intervenciones de AF, los deportes y el ejercicio afectan los resultados de salud mental, particularmente la reducción del estrés en poblaciones escolares. Métodos: Se realizó una búsqueda exhaustiva de literatura en Web of Science, Scopus, PubMed, SPORTDiscus y PsycINFO, cubriendo estudios publicados hasta febrero de 2023. Los criterios de inclusión se basaron en el marco PICO, centrándose en participantes en edad escolar (6-18 años) y en intervenciones relacionadas con la AF dirigidas al estrés o la salud mental. Se utilizó el sistema GRADE para evaluar la calidad de la evidencia, y se siguieron las directrices PRISMA. Resultados: Un total de 20 estudios cumplió con los criterios de inclusión. Trece estudios se centraron en la AF y su impacto en el estrés y la salud mental, mostrando consistentemente una relación negativa entre la AF regular y el estrés académico. Cinco estudios evaluaron los efectos de los deportes organizados, con resultados mixtos en cuanto a su capacidad para reducir el estrés. Tres estudios investigaron intervenciones de ejercicio, destacando la importancia de la frecuencia del ejercicio en la mejora de los resultados de salud mental. Un estudio informó resultados positivos de intervenciones basadas en el cambio de comportamiento, como talleres sobre los beneficios de la AF. Conclusión: Esta revisión confirma la asociación entre la AF, los deportes y la mejora de la salud mental en estudiantes en edad escolar. Sin embargo, se necesita más investigación experimental de alta calidad para aclarar las características específicas (intensidad, tipo y duración) de la AF que brindan los mayores beneficios en la reducción del estrés en adolescentes.
Palabras clave: actividad física, estrés escolar, salud mental, adolescentes, ejercicio, deportes.
Abstract. Background: This systematic review aimed to explore the relationship between physical activity (PA) and school-related stress in children and adolescents. The study examined how PA interventions, sports, and exercise affect mental health outcomes, particularly stress reduction in school-aged populations. Methods: A comprehensive literature search was conducted in Web of Science, Scopus, PubMed, SPORTDiscus, and PsycINFO, covering studies published up to February 2023. Inclusion criteria were based on the PICO framework, focusing on school-aged participants (6-18 years) and PA-related interventions targeting stress or mental health. The GRADE system was used to evaluate the quality of the evidence, and PRISMA guidelines were followed. Results: A total of 20 studies met the inclusion criteria. Thirteen studies focused on PA and its impact on stress and mental health, consistently showing a negative relationship between regular PA and academic stress. Five studies assessed the effects of organized sports, with mixed results regarding their ability to reduce stress. Three studies investigated exercise interventions, highlighting the importance of exercise frequency in improving mental health outcomes. One study reported positive results from behavior-change interventions like workshops on PA benefits. Conclusion: This review confirms the association between PA, sports, and improved mental health in school-aged students. However, more high-quality experimental research is needed to clarify the specific characteristics (intensity, type, and duration) of PA that provide the most benefits for stress reduction in adolescents.
Keywords: physical activity, school-related stress, mental health, adolescents, exercise, sports.
Citas
Abdulah, D. M., Abdulla, B. M. O., & Liamputtong, P. (2021). Psychological response of children to home confinement during COVID-19: A qualitative arts-based research. Int J Soc Psychiatry, 67(6), 761-769. doi:10.1177/0020764020972439
Alghadir, A. H., Gabr, S. A., & Iqbal, Z. A. (2020). Effect of gender, physical activity and stress-related hormones on adolescent’s academic achievements. International journal of environmental research and public health, 17(11), 4143.
Andres-Romero, M. P., Flujas-Contreras, J. M., Fernandez-Torres, M., Gomez-Becerra, I., & Sanchez-Lopez, P. (2021). Analysis of Psychosocial Adjustment in the Family During Confinement: Problems and Habits of Children and Youth and Parental Stress and Resilience. Front Psychol, 12, 647645. doi:10.3389/fpsyg.2021.647645
APA. (2022). How to help children and teens manage their stress: Avaliable: https://www.apa.org/topics/child-development/stress.
Arcila-Arango, J., Correderas-Campuzano, E., Farías-Valenzuela, C., Espoz-Lazo, S., Giakoni-Ramírez, F., & Valdivia-Moral, P. Á. (2022). AUTOCONCEPTO Y BULLYING EN LA EDUCACIÓN FÍSICA DE LA EDUCACIÓN SECUNDARIA OBLIGATORIA: UNA REVISIÓN SISTEMÁTICA. Journal of Sport and Health Research, 14.
Azza, Y., Grueschow, M., Karlen, W., Seifritz, E., & Kleim, B. (2020). How stress affects sleep and mental health: nocturnal heart rate increases during prolonged stress and interacts with childhood trauma exposure to predict anxiety. Sleep, 43(6). doi:10.1093/sleep/zsz310
Benatov, J., Ochnik, D., Rogowska, A. M., Arzensek, A., & Mars Bitenc, U. (2022). Prevalence and Sociodemographic Predictors of Mental Health in a Representative Sample of Young Adults from Germany, Israel, Poland, and Slovenia: A Longitudinal Study during the COVID-19 Pandemic. Int J Environ Res Public Health, 19(3). doi:10.3390/ijerph19031334
Bereczkei, T., & Csanaky, A. (2001). Stressful family environment, mortality, and child socialisation: Life-history strategies among adolescents and adults from unfavourable social circumstances. International Journal of Behavioral Development, 25(6), 501-508.
Blanca, M. J., Escobar, M., Lima, J. F., Byrne, D., & Alarcon, R. (2020). Psychometric properties of a short form of the Adolescent Stress Questionnaire (ASQ-14). Psicothema, 32(2), 261-267. doi:10.7334/psicothema2019.288
Cale, L., Harris, J., & Hooper, O. (2020). Get (ting) to the Start Line–the evaluation of an innovative intervention to address adolescents’ school-related stress and anxiety. European Physical Education Review, 26(3), 642-663.
Carr, C. P., Martins, C. M. S., Stingel, A. M., Lemgruber, V. B., & Juruena, M. F. (2013). The role of early life stress in adult psychiatric disorders: a systematic review according to childhood trauma subtypes. The Journal of nervous and mental disease, 201(12), 1007-1020.
Castaldo, R., Melillo, P., Bracale, U., Caserta, M., Triassi, M., & Pecchia, L. (2015). Acute mental stress assessment via short term HRV analysis in healthy adults: A systematic review with meta-analysis. Biomedical Signal Processing and Control, 18, 370-377.
Chang, B., Sharp, C., & Ha, C. (2011). The criterion validity of the Borderline Personality Features Scale for Children in an adolescent inpatient setting. Journal of Personality Disorders, 25(4), 492.
Cheon, H., & Lim, S. (2020). Pursuing sustainable happiness through participation in exercise for South Korean students: Structural relationships among exercise, mental health factors, school satisfaction, and happiness. Sustainability, 12(9), 3797.
Cheung, P., & Li, C. (2019). Physical activity and mental toughness as antecedents of academic burnout among school students: A latent profile approach. International Journal of Environmental Research and Public Health, 16(11), 2024.
Chong, C. S. M., Tsunaka, M., & Chan, E. P. (2011). Effects of yoga on stress management in healthy adults: a systematic review. Alternative therapies in health and medicine, 17(1), 32.
Cocca, A., Espino Verdugo, F., Rodenas Cuenca, L. T., & Cocca, M. (2020). Effect of a Game-Based Physical Education Program on Physical Fitness and Mental Health in Elementary School Children. Int J Environ Res Public Health, 17(13). doi:10.3390/ijerph17134883
Cocca, A., Espino Verdugo, F., Ródenas Cuenca, L. T., & Cocca, M. (2020). Effect of a game-based physical education program on physical fitness and mental health in elementary school children. International Journal of Environmental Research and Public Health, 17(13), 4883.
Dale, L. P., Vanderloo, L., Moore, S., & Faulkner, G. (2019). Physical activity and depression, anxiety, and self-esteem in children and youth: An umbrella systematic review. Mental Health and Physical Activity, 16, 66-79.
de Bruin, E. I., Sieh, D. S., Zijlstra, B. J. H., & Meijer, A.-M. (2018). Chronic childhood stress: psychometric properties of the chronic stress questionnaire for children and adolescents (CSQ-CA) in three independent samples. Child indicators research, 11(4), 1389-1406.
Deeks, J. J., Higgins, J. P., Altman, D. G., & Group, C. S. M. (2019). Analysing data and undertaking meta‐analyses. Cochrane handbook for systematic reviews of interventions, 241-284.
Duberg, A., Jutengren, G., Hagberg, L., & Möller, M. (2020). The effects of a dance intervention on somatic symptoms and emotional distress in adolescent girls: A randomized controlled trial. Journal of international medical research, 48(2), 0300060520902610.
Ertanir, B., Rietz, C., Graf, U., & Kassis, W. (2021). A Cross-National Validation of the Shortened Version of the Adolescent Stress Questionnaire (ASQ-S) Among Adolescents From Switzerland, Germany, and Greece. Front Psychol, 12, 619493. doi:10.3389/fpsyg.2021.619493
Escobar, M., Alarcon, R., Blanca, M. J., Fernandez-Baena, F. J., Rosel, J. F., & Trianes, M. V. (2013). Daily stressors in school-age children: a multilevel approach. Sch Psychol Q, 28(3), 227-238. doi:10.1037/spq0000020
Escobar, M., Trianes, M., & Fernandez, F. (2008). Daily stress, sociometric status and emotional adjustment in primary school children. Paper presented at the 27th Stress and anxiety research society conference proceedings.
Fassett-Carman, A. N., Smolker, H., Hankin, B. L., Snyder, H. R., & Banich, M. T. (2022). Neuroanatomical Correlates of Perceived Stress Controllability in Adolescents and Emerging Adults. Cogn Affect Behav Neurosci, 22(4), 655-671. doi:10.3758/s13415-022-00985-2
Franzen, J., Jermann, F., Ghisletta, P., Rudaz, S., Bondolfi, G., & Tran, N. T. (2021). Psychological distress and well-being among students of health disciplines: The importance of academic satisfaction. International Journal of Environmental Research and Public Health, 18(4), 2151.
Fremont, W. P. (2003). School refusal in children and adolescents. American family physician, 68(8), 1555-1560.
Friedrich, W. N., Greenberg, M. T., & Crnic, K. (1983). A short-form of the Questionnaire on Resources and Stress. American journal of mental deficiency.
Frömel, K., Šafář, M., Jakubec, L., Groffik, D., & Žatka, R. (2020). Academic stress and physical activity in adolescents. BioMed research international, 2020.
Gentile, A., Boca, S., Demetriou, Y., Sturm, D., Pajaujiene, S., Zuoziene, I. J., . . . Borrego, C. C. (2020). The Influence of an Enriched Sport Program on Children’s Sport Motivation in the School Context: The ESA PROGRAM. Frontiers in psychology, 11, 601000.
Holbrook, H. M., Voller, F., Castellini, G., Silvestri, C., Ricca, V., Cassioli, E., . . . Hudziak, J. J. (2020). Sport participation moderates association between bullying and depressive symptoms in Italian adolescents. Journal of affective disorders, 271, 33-38.
Hosseinkhani, Z., Hassanabadi, H.-R., Parsaeian, M., Nedjat, S., & Foroozanfar, Z. (2020). The role of mental health, academic stress, academic achievement, and physical activity on self-rated health among adolescents in Iran: A multilevel analysis. Journal of Education and Health Promotion, 9.
Hu, S., Li, X., & Yang, L. (2023). Effects of physical activity in child and adolescent depression and anxiety: role of inflammatory cytokines and stress-related peptide hormones. Front Neurosci, 17, 1234409. doi:10.3389/fnins.2023.1234409
Jaeschke, R., Guyatt, G. H., Dellinger, P., Schünemann, H., Levy, M. M., Kunz, R., . . . Bion, J. (2008). Use of GRADE grid to reach decisions on clinical practice guidelines when consensus is elusive. BMJ, 337.
Kadesjo, C., Stenlund, H., Wels, P., Gillberg, C., & Hagglof, B. (2002). Appraisals of stress in child-rearing in Swedish mothers pre-schoolers with ADHD. A questionnaire study. Eur Child Adolesc Psychiatry, 11(4), 185-195. doi:10.1007/s00787-002-0281-3
Kamphuis, M. H., Geerlings, M. I., Tijhuis, M., Giampaoli, S., Nissinen, A., Grobbee, D. E., & Kromhout, D. (2007). Physical inactivity, depression, and risk of cardiovascular mortality. Medicine and Science in Sports and Exercise, 39(10), 1693-1699.
Koch, E. D., Tost, H., Braun, U., Gan, G., Giurgiu, M., Reinhard, I., . . . Reichert, M. (2020). Relationships between incidental physical activity, exercise, and sports with subsequent mood in adolescents. Scandinavian Journal of Medicine & Science in Sports, 30(11), 2234-2250.
Li, Y., Xia, X., Meng, F., & Zhang, C. (2020). Association between physical fitness and anxiety in children: a moderated mediation model of agility and resilience. Frontiers in public health, 8, 468.
Lowrie, N., Le Bas, G., Youssef, G., Macdonald, J. A., Teague, S., Rogers, A., . . . Hutchinson, D. (2022). Association of adolescent and young adult depression and anxiety with perinatal mental health in fathers: Findings from an Australian longitudinal study. J Psychiatr Res, 156, 206-213. doi:10.1016/j.jpsychires.2022.10.017
Lupien, S. J., Maheu, F., Tu, M., Fiocco, A., & Schramek, T. E. (2007). The effects of stress and stress hormones on human cognition: Implications for the field of brain and cognition. Brain and cognition, 65(3), 209-237.
Mantzicopoulos, P. (1990). Coping with school failure: Characteristics of students employing successful and unsuccessful coping strategies. Psychology in the Schools, 27(2), 138-143.
Martikainen, S., Pesonen, A.-K., Lahti, J., Heinonen, K., Feldt, K., Pyhälä, R., . . . Strandberg, T. E. (2013). Higher levels of physical activity are associated with lower hypothalamic-pituitary-adrenocortical axis reactivity to psychosocial stress in children. The Journal of Clinical Endocrinology & Metabolism, 98(4), E619-E627.
Mavilidi, M. F., Ouwehand, K., Riley, N., Chandler, P., & Paas, F. (2020). Effects of an acute physical activity break on test anxiety and math test performance. International journal of environmental research and public health, 17(5), 1523.
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & Group*, P. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Annals of internal medicine, 151(4), 264-269.
Mueller, I., & Tronick, E. (2019). Early Life Exposure to Violence: Developmental Consequences on Brain and Behavior. Front Behav Neurosci, 13, 156. doi:10.3389/fnbeh.2019.00156
Neslihan, D. S., & Filiz, E. (2013). Stressful situations experienced by six year-old children when starting pre-school education. Educational Research and Reviews, 8(9), 519-524.
Niedermeier, M., Kogler, C., Frühauf, A., & Kopp, M. (2020). Psychological Variables Related to Developmental Changes during Adolescence—A Comparison between Alpine and Non-Alpine Sport Participants. International Journal of Environmental Research and Public Health, 17(21), 7879.
Olff, M., Bakker, A., Frewen, P., Aakvaag, H., Ajdukovic, D., Brewer, D., . . . Global Collaboration on Traumatic, S. (2020). Screening for consequences of trauma - an update on the global collaboration on traumatic stress. Eur J Psychotraumatol, 11(1), 1752504. doi:10.1080/20008198.2020.1752504
Opdal, I. M., Morseth, B., Handegard, B. H., Lillevoll, K. R., Nilsen, W., Nielsen, C., . . . Rognmo, K. (2020). Is change in mental distress among adolescents predicted by sedentary behaviour or screen time? Results from the longitudinal population study The Tromso Study: Fit Futures. BMJ Open, 10(2), e035549. doi:10.1136/bmjopen-2019-035549
Ouzzani, M., Hammady, H., Fedorowicz, Z., & Elmagarmid, A. (2016). Rayyan—a web and mobile app for systematic reviews. Systematic reviews, 5(1), 1-10.
Pizarro-Ruiz, J. P., & Ordonez-Camblor, N. (2021). Effects of Covid-19 confinement on the mental health of children and adolescents in Spain. Sci Rep, 11(1), 11713. doi:10.1038/s41598-021-91299-9
Quattlebaum, M., Kipp, C., Wilson, D. K., Sweeney, A., Loncar, H., Brown, A., . . . Zarrett, N. (2021). A Qualitative Study of Stress and Coping to Inform the LEADS Health Promotion Trial for African American Adolescents with Overweight and Obesity. Nutrients, 13(7), 2247.
Racine, N., McArthur, B. A., Cooke, J. E., Eirich, R., Zhu, J., & Madigan, S. (2021). Global Prevalence of Depressive and Anxiety Symptoms in Children and Adolescents During COVID-19: A Meta-analysis. JAMA Pediatr, 175(11), 1142-1150. doi:10.1001/jamapediatrics.2021.2482
Ravens-Sieberer, U., Erhart, M., Rajmil, L., Herdman, M., Auquier, P., Bruil, J., . . . Czemy, L. (2010). Reliability, construct and criterion validity of the KIDSCREEN-10 score: a short measure for children and adolescents’ well-being and health-related quality of life. Quality of life research, 19(10), 1487-1500.
Ray, S., Goswami, V., & Kumar, C. M. (2022). Stress-The hidden pandemic for school children and adolescents in India during COVID-19 era. Curr Psychol, 1-10. doi:10.1007/s12144-022-02827-3
Redondo-Flórez, L., Ramos-Campo, D. J., & Clemente-Suárez, V. J. (2021). Body Composition, Psychological, Cardiovascular, and Physical Activity Factors Related with Academic School Performance. Sustainability, 13(16), 8775.
Ryan-Wenger, N. A., Sharrer, V. W., & Campbell, K. K. (2005). Changes in children's stressors over the past 30 years. Pediatr Nurs, 31(4), 282-288, 291. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/16229124
Sapolsky, R. M., Krey, L. C., & McEwen, B. S. (2002). The neuroendocrinology of stress and aging: the glucocorticoid cascade hypothesis. Science of Aging Knowledge Environment, 2002(38), cp21-cp21.
Simons, J. S., & Gaher, R. M. (2005). The Distress Tolerance Scale: Development and validation of a self-report measure. Motivation and emotion, 29(2), 83-102.
Singh, H., Soni, P. K., Gill, P. J., & Kaur, L. (1991). Stressful family life events and nonspecific somatic complaints in school children. Indian pediatrics, 28(12), 1483-1487.
Society, T. C. s. (2022). A collection of facts and figures regarding children and young people’s emotional health and wellbeing 2022. United Kingdom. Available: https://www.local.gov.uk/about/campaigns/bright-futures/bright-futures-camhs/child-and-adolescent-mental-health-and].
Sollerhed, A.-C., Lilja, E., Heldt Holmgren, E., & Garmy, P. (2021). Subjective health, physical activity, body image and school wellbeing among adolescents in South of Sweden. Nursing Reports, 11(4), 811-822.
Teychenne, M., Stephens, L. D., Costigan, S. A., Olstad, D. L., Stubbs, B., & Turner, A. I. (2019). The association between sedentary behaviour and indicators of stress: a systematic review. BMC Public Health, 19(1), 1-15.
Thomas, E. M., & Centeio, E. E. (2020). The benefits of yoga in the classroom: A mixed-methods approach to the effects of poses and breathing and relaxation techniques. International Journal of Yoga, 13(3), 250.
Williamson, D., Dewey, A., & Steinberg, H. (2001). Mood change through physical exercise in nine-to ten-year-old children. Perceptual and motor skills, 93(1), 311-316.
Wilson, O. W. A., Whatman, C., Walters, S., Keung, S., Enari, D., Rogers, A., . . . Hapeta, J. (2022). The Value of Sport: Wellbeing Benefits of Sport Participation during Adolescence. International Journal of Environmental Research and Public Health, 19(14), 8579.
Wunsch, K., Meier, M., Ueberholz, L., Strahler, J., & Kasten, N. (2019). Acute psychosocial stress and working memory performance: the potential of physical activity to modulate cognitive functions in children. Bmc Pediatrics, 19(1), 1-15.
Youth. (2022). Benefits for Youth, Families, and Communities. Avaliable: https://youth.gov/youth-topics/afterschool-programs/benefits-youth-families-and-communities.
Zhang, Z., Tang, Y., Chen, X., Lin, X., & Tao, J. (2022). Development and Reliability and Validity Test to the Parenting Stress Questionnaire for Two-Child Mothers. Front Psychol, 13, 850479. doi:10.3389/fpsyg.2022.850479
Zheng, M., Rangan, A., Olsen, N. J., & Heitmann, B. L. (2021). Longitudinal association of nighttime sleep duration with emotional and behavioral problems in early childhood: results from the Danish Healthy Start Study. Sleep, 44(1). doi:10.1093/sleep/zsaa138
Zhu, X., Haegele, J. A., Liu, H., & Yu, F. (2021). Academic stress, physical activity, sleep, and mental health among Chinese adolescents. International Journal of Environmental Research and Public Health, 18(14), 7257.
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
