Asociación de la fuerza muscular con atención, comportamiento hiperactivo-desatento, cálculo matemáti-co y razonamiento lingüístico en escolares diagnosticados TDAH (Association of muscle strength with attention, hyperactive-attentive behavior, mathematical calculation and linguistic reasoning in schoolchildren diagnosed with ADHD)
DOI:
https://doi.org/10.47197/retos.v47.95093Palabras clave:
Aprendizaje, Cognición, Condición física, Conducta, Escolares, Funciones ejecutivasResumen
El objetivo del presente estudio fue analizar la posible asociación de la fuerza muscular de tren inferior, abdominal y manual con la atención, el comportamiento hiperactivo-desatento en el aula, el cálculo matemático y el razonamiento lingüístico en niños y niñas diagnosticados con Trastorno del Déficit de Atención e Hiperactividad (TDAH). La muestra estaba formada por 94 estudiantes TDAH (50 niñas y 44 niños, 53% y 47% respectivamente) de 9.48 ± 2.10 años. La atención se midió con el test d2, para el comportamiento hiperactivo-impulsivo en el aula se utilizó la prueba EDAH y para evaluar el cálculo matemático y razonamiento lingüístico se emplearon dos test ad hoc. Los resultados han mostrado que en niños existe una asociación negativa entre el nivel de fuerza abdominal y manual con la presencia de comportamiento hiperactivo-desatento en el aula (p=.001 y p=.009, respectivamente). En niñas, una mayor fuerza de tren inferior se asoció con mayores niveles de atención (p=.042) y la fuerza manual se relacionó positivamente el razonamiento lingüístico (p=.019). Se concluye que una mayor fuerza muscular se asocia con una mejor cognición y comportamiento hiperactivo-impulsivo en el aula en escolares diagnosticados con TDAH, independientemente de su edad e IMC. Se recomienda implementar programas de actividad física dirigidos a mejorar la fuerza muscular ya que podría beneficiar el proceso de aprendizaje en estudiantes diagnosticados con TDAH.
Palabras clave: aprendizaje, cognición, condición física, conducta, escolares, funciones ejecutivas.
Abstract. The aim of the present study was to analyze the possible association of lower body, abdominal and manual muscle strength with attention, hyperactive-attentive behavior in the classroom, mathematical calculation and linguistic reasoning in boys and girls diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). The sample consisted of 94 ADHD students (50 girls and 44 boys, 53% and 47% respectively) aged 9.48 ± 2.10 years. Attention was measured with the d2 test, the EDAH test was used for hyperactive-impulsive behavior in the classroom and two ad hoc tests were used to evaluate mathematical calculation and linguistic reasoning. The results have shown that in boys there is a negative association between the level of abdominal and manual strength with the presence of hyperactive-attentive behavior in the classroom (p=.001 and p=.009, respectively). In girls, greater lower body strength was associated with higher levels of attention (p=.042) and manual strength was positively related to linguistic reasoning (p=.019). It is concluded that greater muscle strength is associated with better cognition and hyperactive-impulsive behavior in the classroom in schoolchildren diagnosed with ADHD, regardless of their age and BMI. It is recommended to implement physical activity programs aimed at improving muscle strength as it could benefit the learning process in students diagnosed with ADHD.
Keywords: learning, cognition, physical condition, behavior, schoolchildren, executive functions.
Citas
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