Factores que influyen en el comportamiento sedentario y su repercusión en la psicomotricidad de la primera infancia (Factors influencing sedentary behavior and its impact on early childhood psychomotor skills)
DOI:
https://doi.org/10.47197/retos.v61.108879Palabras clave:
comportamiento sedentario, desarrollo psicomotor, primera infancia, educación infantilResumen
El comportamiento sedentario puede afectar negativamente a la coordinación motora y cognitiva en la primera infancia. Este estudio explora los factores que influyen en el comportamiento sedentario en el desarrollo psicomotor de la primera infancia. Este método de investigación utiliza un enfoque cuantitativo con un diseño de encuesta e incluye una muestra de 400 profesores de educación infantil. Los datos se recogieron mediante cuestionarios distribuidos a través de Google Forms. El análisis de los datos se realizó mediante estadística descriptiva e inferencial con el enfoque de mínimos cuadrados parciales (PLS). Los resultados del análisis muestran que los factores de actividad física (β = -0,222), comprensión digital de los padres (β = -0,109), instalaciones de apoyo a la actividad física (β = -0,080), participación de los padres (β = -0,094), competencia del profesor (β = -0,128) y competencia digital del profesor (β = -0,235) tienen una correlación negativa con el comportamiento sedentario de la primera infancia, lo que significa que cuanto mayor es el factor, menor es el comportamiento sedentario. El comportamiento sedentario afecta negativamente a la coordinación motora (β = -0,552) y a la psicología infantil (β = -0,545) aumentando el riesgo de problemas psicológicos como la ansiedad y la depresión. Mientras tanto, las características de la primera infancia y la tecnología no tuvieron una influencia importante en el comportamiento sedentario en la primera infancia. La importancia de la concienciación sobre el comportamiento sedentario requiere la creación de un programa de actividad física para niños que implique a los padres.
Palabras clave: comportamiento sedentario, desarrollo psicomotor, primera infancia, educación infantil.
Abstract. Sedentary behavior can negatively impact motor and cognitive coordination in early childhood. This study explores the factors that influence sedentary behavior on early childhood psychomotor development. This research method uses a quantitative approach with a survey design and involves a sample of 400 early childhood education teachers. Data were collected through questionnaires distributed using Google Forms. Data analysis was carried out using descriptive and inferential statistics with the Partial Least Square (PLS) approach. The results of the analysis show that the factors of physical activity (β = -0.222), parental digital understanding (β = -0.109), physical activity support facilities (β = -0.080), parental involvement (β = -0.094), teacher competence (β = -0.128), and teacher digital competence (β = -0.235) have a negative correlation with sedentary behavior of early childhood, which means that the higher the factor, the lower the sedentary behavior. Sedentary behavior negatively affects motor coordination (β = -0.552) and child psychology (β = -0.545) increasing the risk of psychological problems such as anxiety and depression. Meanwhile, early childhood characteristics and technology did not have a major influence on early childhood sedentary behavior. The importance of awareness of sedentary behavior requires the creation of a physical activity program for children that involves parents.
Keywords: sedentary behavior, psychomotor development, early childhood, early childhood education.
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