Una unidad didáctica intermitente de acondicionamiento físico solo mejora los niveles de capacidad cardiorrespiratoria de los estudiantes con un perfil no saludable de condición física (An intermittent physical fitness teaching unit only improves cardior
DOI:
https://doi.org/10.47197/retos.v38i38.73605Keywords:
Capacidad cardiorrespiratoria, actividad física, intervención educativa, Educación Física, adolescentes, nivel inicial (Cardiorespiratory fitness, physical activity, educational intervention, Physical Education, adolescents, baseline)Abstract
El objetivo del presente estudio fue comparar el efecto de una unidad didáctica intermitente de acondicionamiento físico en Educación Física sobre los niveles de actividad física y capacidad cardiorrespiratoria entre estudiantes con un perfil saludable/no saludable de capacidad cardiorrespiratoria. Ochenta estudiantes de 2º-3º curso de Educación Secundaria fueron asignados aleatoriamente al grupo control y grupo experimental. El grupo experimental, dividido en perfiles saludable/no saludable, realizó una unidad didáctica intermitente de acondicionamiento físico para mejorar la capacidad cardiorrespiratoria. El grupo control trabajó un contenido diferente durante el mismo tiempo y con la misma frecuencia, pero sin hacer hincapié en la mejora de la capacidad cardiorrespiratoria. Antes y después de la intervención, la capacidad cardiorrespiratoria se evaluó objetivamente mediante el test de ida y vuelta de 20 metros. Los niveles de actividad física fueron medidos objetivamente a través de un pulsómetro durante las clases de Educación Física. Ambos perfiles tuvieron mayores niveles de actividad física durante las clases de Educación Física que el grupo control (p < .001). Sin embargo, solo los estudiantes con un perfil no saludable mejoraron significativamente sus niveles de capacidad cardiorrespiratoria tras la unidad didáctica (p < .01). Aunque una unidad didáctica intermitente de acondicionamiento físico parece tener un efecto similar en los niveles de actividad física de todos los perfiles de capacidad cardiorrespiratoria de los estudiantes, solo mejora la capacidad cardiorrespiratoria de los estudiantes con un perfil no saludable.
Abstract. The purpose of the present study was to compare the effect of a Physical Education-based physical fitness intermittent teaching unit on physical activity levels and cardiorespiratory fitness among students with healthy/unhealthy cardiorespiratory fitness profile. Eighty students from 2º-3º grades of Secondary Education were randomly assigned to the control group and experimental group. The experimental group, divided into healthy/unhealthy profiles, performed a physical fitness intermittent teaching unit to improve the cardiorespiratory fitness. The control group worked a different content during the same time and with the same frequency, but without emphasizing cardiorespiratory fitness improvement. Before and after the teaching unit, students’ cardiorespiratory fitness was objectively measured by the 20-meter shuttle run test. Participants’ physical activity levels were measured objectively using a heart rate monitor during Physical Education lessons. Students from both profiles had higher physical activity levels during Physical Education lessons than the control group (p < .001). However, only students with an unhealthy cardiorespiratory fitness profile statistically improved their cardiorespiratory fitness levels after the teaching unit (p < .01). Although an intermittent physical fitness teaching unit seems to have similar effect on physical activity levels of students from all cardiorespiratory fitness profiles, it only improves the cardiorespiratory fitness of those with an unhealthy one.References
Arantes da Costa, L. C., Borsato Passos, P. C., Matías de Souza, V. F., & Vieira, L. F. (2017). Physical Education and sports: Motivation for school daily practice. Movimento, 23(3), 935–947. doi:10.22456/1982-8918.66430
Association for Physical Education (2015). Health Position Paper. Worcester: Association for Physical Education.
Biddle, S. J. H., Ciaccioni, S., Thomas, G., & Vergeer, I. (2018). Physical activity and mental health in children and adolescents: An updated review of reviews and an analysis of causality. Psychology of Sport and Exercise, 42, 146–155. doi:10.1016/j.psychsport.2018.08.011
Calahorro-Cañada, F., Torres-Luque, G., López-Fernández, I., & Carnero, E. A. (2016). Is physical education an effective way to increase physical activity in children with lower cardiorespiratory fitness? Scandinavian Journal of Medicine and Science in Sports, 27(11), 1417–1422. doi:10.1111/sms.12740
Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Boston: Houghton Mifflin Company.
Evaristo, S., Moreira, C., Lopes, L., Oliveira, A., Abreu, S., Agostinis-Sobrinho, C., … Mota, J. (2019). Muscular fitness and cardiorespiratory fitness are associated with health-related quality of life: Results from labmed physical activity study. Journal of Exercise Science and Fitness, 17(2), 55–61. doi:10.1016/j.jesf.2019.01.002
Field, A. (2017). Discovering statistics using IBM SPSS Statistics (5th ed.). London: SAGE Publications.
Hardman, K., Murphy, C., Routen, A., & Tones, S. (2014). UNESCO-NWCPEA: World-wide survey of school Physical Education. París: United Nations Educational, Scientific and Cultural Organization.
Hollis, J. L., Sutherland, R., Williams, A. J., Campbell, E., Nathan, N., Wolfenden, L., … Wiggers, J. (2017). A systematic review and meta-analysis of moderate-to-vigorous physical activity levels in secondary school physical education lessons. International Journal of Behavioral Nutrition and Physical Activity, 14(1), 52. doi:10.1186/s12966-017-0504-0
Léger, L. A., Mercier, D., Gadoury, C., & Lambert, J. (1988). The multistage 20 metre shuttle run test for aerobic fitness. Journal of Sports Sciences, 6(2), 93–101. doi:10.1080/02640418808729800
Lonsdale, C., Rosenkranz, R. R., Peralta, L. R., Bennie, A., Fahey, P., & Lubans, D. R. (2013). A systematic review and meta-analysis of interventions designed to increase moderate-to-vigorous physical activity in school physical education lessons. Preventive Medicine, 56(2), 152–161. doi:10.1016/j.ypmed.2012.12.004
Marques, A., Santos, R., Ekelund, U., & Sardinha, L. B. (2015). Association between physical activity, sedentary time, and healthy fitness in youth. Medicine and Science in Sports and Exercise, 47(3), 575–580. doi:10.1249/MSS.0000000000000426
Mayorga-Vega, D., Aguilar-Soto, P., & Viciana, J. (2015). Criterion-related validity of the 20-m shuttle run test for estimating cardiorespiratory fitness: A meta-analysis. Journal of Sports Science and Medicine, 14(3), 536–547. doi:10.1016/j.jad.2014.11.061
Mayorga-Vega, D., Martínez-Baena, A., & Viciana, J. (2018). Does school physical education really contribute to accelerometer-measured daily physical activity and non sedentary behaviour in high school students? Journal of Sports Sciences, 36(17), 1913–1922. doi:10.1080/02640414.2018.1425967
Mayorga-Vega, D., Montoro-Escaño, J., Merino-Marban, R., & Viciana, J. (2016). Effects of a physical education-based programme on health-related physical fitness and its maintenance in high school students: A cluster-randomized controlled trial. European Physical Education Review, 22(2), 243–259. doi:10.1177/1356336X15599010
Mayorga-Vega, D., & Viciana, J. (2015). Las clases de educación física solo mejoran la capacidad cardiorrespiratoria de los alumnos con menor condición física: Un estudio de intervención controlado. Nutricion Hospitalaria, 32(1), 330–335. doi:10.3305/nh.2015.32.1.8919
Mayorga-Vega, D., Viciana, J., & Cocca, A. (2013). Effects of a circuit training program on muscular and cardiovascular endurance and their maintenance in schoolchildren. Journal of Human Kinetics, 37(37), 153–160. doi:10.2478/hukin-2013-0036
Poitras, V., Gray, C., Borghese, M., Carson, V., Chaput, J., Janssen, I., … Tremblay, M. (2016). Systematic review of the relationships between objectively measured physical activity and health indicators in school-aged children and youth. Applied Physiology, Nutrition, and Metabolism, 41(6), 197–239. doi:10.1139/apnm-2015-0663
Resaland, G. K., Andersen, L. B., Mamen, A., & Anderssen, S. A. (2011). Effects of a 2-year school-based daily physical activity intervention on cardiorespiratory fitness: The Sogndal school-intervention study. Scandinavian Journal of Medicine and Science in Sports, 21(2), 302–309. doi:10.1111/j.1600-0838.2009.01028.x
Ruíz-Ariza, A., Grao-Cruces, A., de Loureiro, N. E. M., & Martínez-López, E. J. (2017). Influence of physical fitness on cognitive and academic performance in adolescents: A systematic review from 2005–2015. International Review of Sport and Exercise Psychology, 10(1), 108–133. doi:10.1080/1750984X.2016.1184699
Shargarl, E., Kislev-Cohen, R., Zigel, L., Epstein, S., Pilz-Bursten, R., & Tenenbaum, G. (2015). Aged-related maximal heart rate: examination refinement of prediction equations. The Journal of Sports Medicine and Physical Fitness, 55(1), 1207–1218. doi:10.1002/14651858.CD003793.pub2.7.
Stewart, A., Marfell-Jones, M., Olds, T., & De Ridder, J. (2011). International standards for anthropometric assessment. New Zealand: International Society for the Advancement of Kinanthropometry.
Tomkinson, G. R., Lang, J. J., Tremblay, M. S., Dale, M., Leblanc, A. G., Belanger, K., … Léger, L. (2016). International normative 20 m shuttle run values from 1 142 026 children and youth representing 50 countries. British Journal of Sports Medicine, 51(21), 1545–1554. doi:10.1136/bjsports-2016-095987
Viciana, J., Martínez-Baena, A., & Mayorga-Vega, D. (2015). Contribución de la educación física a las recomendaciones diarias de actividad física en adolescentes según el género; un estudio con acelerometría. Nutricion Hospitalaria, 32(3), 1246–1251. doi:10.3305/nh.2015.32.3.9363
Viciana, J., & Mayorga-Vega, D. (2016). Innovative teaching units applied to Physical Education – changing the curriculum management for authentic outcomes. Kinesiology, 48(1), 142–152.
Viciana, J., Mayorga-Vega, D., & Merino-Marban, R. (2014). Physical education-based planning for developing and maintaining students’ health-related physical fitness levels. In R. Todaro (Ed.), Handbook of physical education research. Role of school programs, childrens attitudes and health implications (pp. 237–252). New York: Nova Science Publisher.
Viciana, J., Mayorga-Vega, D., & Parra-Saldías, M. (2017). Adolescents’ physical activity levels on physical education and non-physical education days according to gender, age, and weight status. European Physical Education Review, 25(1), 143–155. doi:10.1177/1356336X17706683
Welk, G., Laurson, K., Eisenmann, J., & Cureton, K. (2011). Development of youth aerobic-capacity standards using receiver operating characteristic curves. American Journal of Preventive Medicine, 41(4), 111–116. doi:10.1016/j.amepre.2011.07.007
World Health Organization. (2014). Global status report on noncommunicable diseases 2014. Geneva: World Health Organization.
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and ensure the magazine the right to be the first publication of the work as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of authorship of the work and the initial publication in this magazine.
- Authors can establish separate additional agreements for non-exclusive distribution of the version of the work published in the journal (eg, to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Is allowed and authors are encouraged to disseminate their work electronically (eg, in institutional repositories or on their own website) prior to and during the submission process, as it can lead to productive exchanges, as well as to a subpoena more Early and more of published work (See The Effect of Open Access) (in English).
This journal provides immediate open access to its content (BOAI, http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess) on the principle that making research freely available to the public supports a greater global exchange of knowledge. The authors may download the papers from the journal website, or will be provided with the PDF version of the article via e-mail.
