La actividad física en escolares de primaria: cumplimiento de las recomendaciones y contribución del recreo escolar (Physical activity in elementary school children: compliance with recommendations and the contribution of the school recess)

Autores/as

DOI:

https://doi.org/10.47197/retos.v48.96437

Palabras clave:

Ejercicio, Acelerometría, Recreo, Salud, Género, Escuela

Resumen

La finalidad de este estudio es conocer la actividad física moderada-vigorosa (AFMV) media diaria y del recreo de los estudiantes de primaria y el cumplimiento de las recomendaciones de la Organización Mundial de la Salud (OMS), así como la contribución de la AF del recreo a la AFMV de entre semana, atendiendo a diversas variables de interés. Se mide la AFMV mediante acelerometría en una muestra de 67 estudiantes de primaria (10.2 ± 1.8 años). Se realizaron análisis descriptivos de los tipos de AF, ANOVAs, pruebas t y Chi-cuadrado. Los resultados indican que el alumnado dedica un promedio de 51 minutos diarios a la AFMV: las niñas 11 minutos más que los niños el fin de semana y ellos 4 minutos más que las chicas entre semana. El 34.3% de los estudiantes cumple con las recomendaciones de la OMS. El alumnado dedica una media de 5.48 minutos a la AFMV en el recreo, acumulando más tiempo en el campo de fútbol. La contribución de la AF realizada en el recreo a la AFMV entre semana fue de un 10.39% de media, aunque existen diferencias entre las diferentes zonas en las que estaba dividido el patio. El bajo cumplimiento entre semana y la pequeña contribución del recreo a la AFMV sugiere el uso de una estrategia múltiple de promoción de la AF entre infantes que implique a la Educación Física, el recreo y la escuela, así como otros espacios y entornos comunitarios para mejorar dichos valores.

Palabras clave: Ejercicio, acelerometría, recreo, salud, género, escuela.

Abstract. The purpose of this study was to determine the daily and school recess average time of moderate-vigorous physical activity (MVPA) on primary school students and compliance with the World Health Organization’s (WHO) recommendations for infants, plus the contribution of PA activities during the recess to the weekly MVPA, according to various variables of interest, measured by accelerometry in a sample of 67 primary school children (10.2 ± 1.8 years). Descriptive analyses of the types of PA, ANOVA, t-test and Chi-square tests were included. The results indicate that the students spend an average of 51 minutes per day on MVPA: girls do 11 minutes more than boys at the weekend and boys accumulate 4 minutes more than girls during the week, while 34.3% of the students comply with the WHO recommendations. The students dedicate an average of 5.48 minutes to MVPA during the school recess, with a longer period on the soccer field. The PA weekly contribution to MPVA during the recess was 10.39% on average, although there were differences between the zones into which the schoolyard was divided. The low weekly compliance and the small contribution of the school recess suggests that a multiple strategy should be used to improve these values and promote PA among children that includes Physical Education, the school recess and school in general, as well as other spaces and community settings.

Keywords: Exercise, accelerometry, school recess, health, gender, school.

 

Biografía del autor/a

José Devís-Devís, Universitat de València

Profesor Catedrático de Universidad en el Departamento de Educación Física y Deportiva de la Universitat de València.

Alexandra Valencia-Peris, Universitat de València

Profesora Titular de Universidad en el Departamento de Didáctica de la Educación Física, Artística y Música de la Universitat de València.

Citas

Aadland, E., Andersen, L. B., Anderssen, S. A., Resaland, G. K., & Kvalheim, O. M. (2019). Accelerometer epoch setting is decisive for associations between physical activity and metabolic health in children. Journal of Sports Sciences, 38(3), 256–263. doi: 10.1080/02640414.2019.1693320

Ajja, R., Wikkeling-Scott, L. F., Brazendale, K., Hijazi, R., & Abdulle, A. (2021). Accelerometer measured physical activi-ty patterns of children during segmented school day in Abu Dhabi. BMC Pediatrics, 21(1), 182. doi: 10.1186/s12887-021-02639-7

Aparicio-Ugarriza, R., Mielgo-Ayuso, J., Ruiz, E., Ávila, J. M., Aranceta-Bartrina, J., Gil, Á., & González-Gross, M. (2020). Active commuting, physical activity, and sedentary behaviors in children and adolescents from Spain: Findings from the ANIBES study. International Journal of Environmental Research and Public Health, 17(2), 668 doi: 10.3390/ijerph17020668

Bruijns, B. A., Truelove, S., Johnson, A. M., Gilliland, J., & Tucker, P. (2020). Infants’ and toddlers’ physical activity and sedentary time as measured by accelerometry: a systematic review and meta-analysis. International Journal of Behavioral Nutrition and Physical Activity, 17(1). doi: 10.1186/s12966-020-0912-4

Buchan, D. S., & McLellan, G. (2018). Comparing physical activity estimates in children from hip-worn Actigraph GT3X+ accelerometers using raw and counts based processing methods. Journal of Sports Sciences, 37(7), 779–787. doi: 10.1080/02640414.2018.1527198

Calzada, J. L., Cachón, J., Lara, A. & Zagalaz, M. L. (2016). Influencia de la actividad física en la calidad de vida de los niños de 10 y 11 años. Journal of Sport and Health Research, 8(3), 231–244.

DHPAHIP (Department of Health, Physical Activity, Health Improvement and Protection) (2011). Start Active, Stay Active: A report on physical activity from the four home countries’ Chief Medical Officers. Department of Health, Physical Activity, Health Improvement and Protection, United Kingdom. Recuperado de: https://www.sportengland.org/media/2928/dh_128210.pdf

Evenson, K. R., Catellier, D. J., Gill, K., Ondrak, K. S., & McMurray, R. G. (2008). Calibration of two objective measures of physical activity for children. Journal of Sports Sciences, 26(14), 1557–1565. doi: 10.1080/02640410802334196

Fairclough, S. J., Ridgers, N. D., & Welk, G. (2020). Correlates of children’s moderate and vigorous physical activity during weekdays and weekends. Journal of Physical Activity and Health, 9(1), 129–137. doi: 10.1123/jpah.9.1.129

Farbo, D., Maler, L. C., & Rhea, D. J. (2020). The preliminary effects of a multi-recess school intervention: Using accel-erometers to measure physical activity patterns in elementary children. International Journal of Environmental Research and Public Health, 17(23), 1–17. doi: 10.3390/ijerph17238919

Jiménez-Loaisa, A., De los Reyes-Corcuera, M., Martínez-Martínez, J., & Valenciano-Valcárcel, J. (2023). Niveles de actividad y condición física en escolares de Educación Primaria en la “nueva normalidad”. Retos, 47, 442–451. https://doi.org/10.47197/retos.v47.94903

Kuritz, A., Mall, C., Schnitzius, M., & Mess, F. (2020). Physical Activity and Sedentary Behavior of Children in After-school Programs: An Accelerometer-Based Analysis in Full-Day and Half-Day Elementary Schools in Germany. Frontiers in Public Health, 8, 463. doi: 10.3389/fpubh.2020.00463

Li, X., Kearney, P. M., Keane, E., Harrington, J. M., & Fitzgerald, A. P. (2017). Levels and sociodemographic correlates of accelerometer-based physical activity in Irish children: A cross-sectional study. Journal of Epidemiology and Community Health, 71(6), 521–527. doi: 10.1136/jech-2016-207691

McLellan, G., Arthur, R., Donnelly, S., & Buchan, D. S. (2020). Segmented sedentary time and physical activity patterns throughout the week from wrist-worn ActiGraph GT3X+ accelerometers among children 7–12 years old. Journal of Sport and Health Science, 9(2), 179–188. doi: 10.1016/j.jshs.2019.02.005

Menéndez, D., & González, C. (2019). Relaciones entre la práctica de actividad física y deportiva, el autoconcepto, la ima-gen corporal y los hábitos alimentarios en estudiantes de primaria. E-balonmano.com. Revista de Ciencias del Deporte, 15(1), 61–78. http://ojs.e-balonmano.com/index.php/revista/article/view/454

Nakabazzi, B., Wachira, L. M., Oyeyemi, A. L., Ssenyonga, R., & Onywera, V. O. (2020). Prevalence and socio-demographic correlates of accelerometer measured physical activity levels of school-going children in Kampala city, Uganda. PloS one, 15(7), e0235211. doi: 10.1371/journal.pone.0235211

Nilsen, A. K. O., Anderssen, S. A., Resaland, G. K., Johannessen, K., Ylvisaaker, E., & Aadland, E. (2019). Boys, older children, and highly active children benefit most from the preschool arena regarding moderate-to-vigorous physical ac-tivity: A cross-sectional study of Norwegian preschoolers. Preventive Medicine Reports, 14, 100837. doi: 10.1016/j.pmedr.2019.100837

Organización Mundial de la Salud (2020). WHO Guidelines on physical activity and Sedentary Behaviour. Geneva: World Health Organization. Recuperado de https://apps.who.int/iris/rest/bitstreams/1315866/retrieve

Ozemek, C., Kirschner, M. M., Wilkerson, B. S., Byun, W., & Kaminsky, L. A. (2014). Intermonitor reliability of the GT3X+ accelerometer at hip, wrist, and ankle sites during activities of daily living. Physiological Measurement, 35(2), 129–138. doi: 10.1088/0967-3334/35/2/129

Papadopoulos, N., Mantilla, A., Bussey, K., Emonson, C., Olive, L., McGillivray, J., & Rinehart, N. (2022). Understand-ing the benefits of brief classroom‐based physical activity interventions on primary school‐aged children's enjoyment and subjective wellbeing: A systematic review. Journal of School Health, 92(9), 916–932. doi: 10.1111/josh.13196

Pastor-Vicedo, J. C., Martínez-Martinez, J., López-Polo, M., & Prieto-Ayuso, A. (2021). Recreos activos como estrategia de promoción de la actividad física: una revisión sistemática. Retos, 40, 135–144. doi: 10.47197/retos.v1i40.82102

Remmers, T., Thijs, C., Ettema, D., de Vries, S., Slingerland, M., & Kremers, S. (2019). Critical hours and important environments: Relationships between afterschool physical activity and the physical environment using GPS, GIS and ac-celerometers in 10–12-year-old children. International Journal of Environmental Research and Public Health, 16(17), 3116. doi: 10.3390/ijerph16173116

Salas, M. I., & Vidal-Conti, J. (2020). Orientaciones para crear patios activos en los centros escolares. Retos, 38, 745–753. doi: 10.47197/retos.v38i38.73038

Sánchez, F. J., Campos, A. M., de la Vega, M., Cortés, O., Esparza, M. J., Galbe, J., Gallego, A., García, J., Pallás, C. R., Rando, Á., San Miguel, M. J., Colomer, J., & Mengual, J. M. (2019). Promoción de la actividad física en la infancia y la adolescencia (parte 1). Pediatría Atención Primaria, 21(83), 279–291. http://scielo.isciii.es/scielo.php?script=sci_arttext&pid=S1139-76322019000300019&lng=es&tlng=es

Sriram, K., Mulder, H. S., Frank, H. R., Santanam, T. S., Skinner, A. C., Perrin, E. M., & Wong, C. A. (2021). The dose–response relationship between physical activity and cardiometabolic health in adolescents. American Journal of Pre-ventive Medicine, 60(1), 95–103. doi: 10.1016/j.amepre.2020.06.027

Sturm, D. J., Kelso, A., Kobel, S., & Demetriou, Y. (2021) Physical activity levels and sedentary time during school hours of 6th-grade girls in Germany. Journal of Public Health, 29, 847–855. doi: 10.1007/s10389-019-01190-1

Stylianou, M., Woodforde, J., Duncombe, S., Kolbe-Alexander, T., & Gomersall, S. (2022). School physical activity poli-cies and associations with physical activity practices and behaviours: A systematic review of the literature. Health & Place, 73, 102705. doi: 10.1016/j.healthplace.2021.102705

Tercedor, P., Segura-Jiménez, V., Ávila García, M., & Huertas-Delgado, F. J. (2019). Physical activity during school re-cess: A missed opportunity to be active? Health Education Journal, 78(8), 988–999. doi: 10.1177/0017896919859044

Trost, S. G., Loprinzi, P. D., Moore, R., & Pfeiffer, K. A. (2011). Comparison of accelerometer cut points for predicting activity intensity in youth. Medicine and Science in Sports and Exercise, 43(7), 1360–1368. doi: 10.1249/MSS.0b013e318206476e

Wang, L. (2018). Accelerometer-determined physical activity of children during segmented school days: The shanghai perspective. European Physical Education Review, 25(3), 816-829. doi: 10.1177/1356336X18776874

Yuksel, H. S., Şahin, F. N., Maksimovic, N., Drid, P., & Bianco, A. (2020). School-based intervention programs for pre-venting obesity and promoting physical activity and fitness: A systematic review. International Journal of Environmental Research and Public Health, 17(1), 347. doi: 10.3390/ijerph17010347

Zhang, T., Wang, Y., Yli-Piipari, S., & Chen, A. (2020). Power of the curriculum: Content, context, and learning in physi-cal education. Research Quarterly for Exercise and Sport, 1–12. doi: 10.1080/02701367.2020.1768202

Zhang, Z. H., Li, H. J., Slapsinskaite, A., Zhang, T., Zhang, L., & Gui, C. Y. (2020). Accelerometer-measured physical activity and sedentary behavior in Chinese children and adolescents: a systematic review and meta-analysis. Public Health, 186, 71–77. doi: 10.1016/j.puhe.2020.07.001

Descargas

Publicado

2023-03-31

Cómo citar

Mellado-Rubio, R., Devís-Devís, J., & Valencia-Peris, A. (2023). La actividad física en escolares de primaria: cumplimiento de las recomendaciones y contribución del recreo escolar (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

Número

Sección

Artículos de carácter científico: trabajos de investigaciones básicas y/o aplicadas