Neuromotricity and body schema. Bases for the use of body percussion in the sciences of physical educa-tion and sport
DOI:
https://doi.org/10.47197/retos.v47.95922Keywords:
Body schema, neuromotricity, body percussion, BAPNE, physical education, executive functionsAbstract
The aim of this article is to propose a theoretical and practical justification on the work for the internalization of the body schema in relation to neuromotricity. For this purpose, a bibliographical review is established on the perceptual-motor variables related to the elaboration of the body schema, such as attitude, postural control, spatial structuring, temporal structuring, balance and coordination with practical exercises of body percussion for its application in the physical education sciences. In this way, applying practical resources focused on the work of cognitive and executive functions, we offer an innovative psycho-pedagogical method in the field of human motor skills.
Keywords: Body schema, neuromotricity, body percussion, BAPNE, physical education, executive functions
References
Abellán Roselló, L. (2021). La danza como medio potenciador de la psicomotricidad en estudiantes de Educación Infantil [Dance as a means of enhancing psychomotor skills in Early Childhood Education students]. VIREF Revista de Educación Física, 10(1), 10–19.
Aguilar-Anisa, A., Llamas-Salguero, F., & López-Fernández, V. (2015). Aportaciones para la educación psicomotriz, aprendizajes lectoescritores y la asimilación del esquema corporal en niños/as de 5 años [Contributions to psychomotor education, literacy learning and the assimilation of the body schema in 5-year-old children]. Reidocrea, 4, article 33, 219-227. https://dx.doi.org/10.30827/Digibug.37248
Aguilar Herrero, M., García Fernández, C. M., & Gil del Pino, C. (2021). Efectividad de un programa educativo en Educa-ción Física para fomentar las habilidades socioafectivas y prevenir la violencia en educación primaria [Effectiveness of educational program in physical education to promote socio-Affective skills and prevent violence in primary educa-tion]. Retos, 41, 492-501. https://doi.org/10.47197/retos.v0i41.82683
Alonso-Marco, M., & Romero-Naranjo, F. J. (2022). Introducción al análisis cinemático de los movimientos básicos de la percusión corporal según el Método BAPNE. Retos, 46, 950–971. doi: 10.47197/retos.v46.94773
Álvarez del Villar, C. (1983). Preparación física del fútbol, a través del atletismo [Physical preparation for football, through athletics]. Gymnos.
Álvarez-Morales, L. J., & Romero-Naranjo, F. J (2019). Pilot study into executive functions with muslim and christian pupils in the city of Ceuta using body percussion. The European Proceedings of Social & Behavioural Sciences EpSBS, 60, Arti-cle 92. https://dx.doi.org/10.15405/epsbs.2019.04.02.92
Andreu-Cabrera, E., & Romero-Naranjo, F. J. (2021). Neuromotricidad, psicomotricidad y motricidad. Nuevas aproxima-ciones metodológicas [Neuromotricity, psychomotricity and motor skills. New methodological approaches]. Retos, 42, 924-938. https://doi.org/10.47197/retos.v42i0.89992
Arnau-Mollá, A. F., & Romero-Naranjo, F. J. (2022). A bibliometric study on body percussion based on high impact search engines. Retos. 45, 679-692. https://doi.org/10.47197/retos.v45i0.92653
Arnau-Mollá, A. F., & Romero-Narnjo, F. J. (2020). Quantitative study on selective attention in children aged 8-9 years through bodypercussion. European Proceedings of Social and Behavioural Sciences, 84(6), 50-60. https://doi.org/10.15405/epsbs.2020.05.6
Bååth, R., Tjøstheim, T. A., & Lingonblad, M. (2016). The role of executive control in rhythmic timing at different tempi. Psychon Bull Rev 23, 1954–1960. https://doi.org/10.3758/s13423-016-1070-1
Beauchet, O., Dubost, V., Hermann, F. R., & Kressig, R. W. (2005). Stride-to-stride variability while backward counting among healthy young adults. Neuroeng Rehabil, 2-26. https://doi.org/10.1186/1743-0003-2-26
Burbano Pantoja, V. M., Cárdenas Remolina, M. C., & Valdivieso Miranda, M. A. (2021). Influencia de un programa de juegos pueriles sobre la coordinación motriz en estudiantes de educación básica [Incidence of a childish games program on motor coordination in students of basic education]. Retos, 42, 851-860. https://doi.org/10.47197/retos.v42i0.87421
Carretero-Martínez , A., & Romero-Naranjo, F.J. (2015). Stimulation of fine psychomotor skills in children. Methodologi-cal introduction according to the BAPNE method. International Journal of Innovation and Research in Educational Sciences, 2(6), 497-501.
Carretero-Martínez, A., Romero-Naranjo, F. J., Pons-Terres, J. M., & Crespo-Colomino, N. (2014). Cognitive, visual-Spatial and psychomotor development in students of primary education through the body percussion - BAPNE method. Procedia – Social and Behavioral Sciences, 152(Octuber 7, 2014), 1282-1287. https://doi.org/10.1016/j.sbspro.2014.09.363
Castañer Balcells, M., & Camerion Foguet, O. (1991). La educación física en la Enseñanza Primaria. Una propuesta curricular para la Reforma [Physical Education in Primary Education. A curricular proposal for the Reform]. Inde.
Castelló-Juan, B., Antón-Suay, M. T., Flores-Morales, N., Vicedo-Reche, M., & Romero-Naranjo, F. J. (2019). Evaluating executive functions in primary school children in Alicante using body percussion. The European Proceedings of Social & Be-havioural Sciences EpSBS, 60, Article 70. https://dx.doi.org/10.15405/epsbs.2019.04.02.70
Castro-Lemus, N. (2016). Re-Conceptualización del constructo de imagen corporal desde una perspectiva multidisciplinar [Re-Conceptualising the construct of body image from a multidisciplinary perspective]. Arbor, 192(781), article 353, 1-13. https://doi.org/10.3989/arbor.2016.781n5010
Chacón-Borrego, F., Ubago-Jiménez, J. L., La Guardia García, J. J., Padial Ruz, R., & Cepero González, M. (2018). Edu-cación e higiene postural en el ámbito de la Educación Física: Papel del maestro en la prevención de lesiones: Revisión sistemática [Education and postural hygiene in Physical Education: The role of the teacher in injury prevention: A syste-matic review]. Retos, 34, 8-13. https://doi.org/10.47197/retos.v0i34.54319
Chen, Y. L, & Pei, Y. C. (2018). Musical dual-task training in patients with mild-to-moderate dementia: a randomized con-trolled trial. Neuropsychiatr Dis Treat, 14, 1381-1393. https://doi.org/10.2147/NDT.S159174
Cozzutti, G., Guaran, F., Blessano, E., & Romero-Naranjo, F. J. (2017). Effects on executive functions in the BAPNE method; A study on 8-9 years old children in Friuli Venezia Giulia, Italy. Procedia – Social and Behavioral Sciences, 237(February 21, 2017), 900-907. https://doi.org/10.1016/j.sbspro.2017.02.126
Da Fonseca, V. (1998). Manual de observación psicomotriz [Psychomotor observation manual]. INDE Publicaciones.
Díaz-Jara García, M. (2011). Análisis de las habilidades motrices básicas desarrolladas por el profesor de primaria en el modelo de la educación personalizada y su incidencia en la formación del profesorado [Analysis of the basic motor skills developed by pri-mary school teachers in the personalised education model and its impact on teacher training]. [Unpublished doctoral the-sis]. UNED.
Dubost, V., Annweiler, C., Aminian, K., Najafi, B., Hermann, F. R., & Beauchet, O. (2008). Stride-to-stride variability while enumerating animal names among healthy young adults: result of stride velocity or effect of attention-demanding task? Gait Posture 27(1), 138–43. https://doi.org/10.1016/j.gaitpost.2007.03.011
Fritz, N. E., Cheek, F. M., & Nichols-Larsen, D. S. (2015). Motor-cognitive dual-task training in neurologic disorders: A systematic review. J. Neurol. Phys. Ther., 39(3), 142-153. https://doi.org/10.1097/NPT.0000000000000090
Fernández Molina, J., Mateo-Guillén, C., & Romero-Naranjo, F.J. (2019). Neuropsicología como metodología. Propuesta de introducción de las funciones ejecutivas en la clase de ingles [Neuropsychology as a methodology. Proposal for the in-troduction of executive functions in English class]. In REDINE (Ed.) Edunovatic 2019 conference proceedings 4th Virtual In-ternational Conference on Education, Innovation and ICT (pp. 670-675). Adaya Press.
Gallego del Castillo, F. (2009). Esquema corporal e imagen corporal [Body shape and body image]. Revista Española de Edu-cación Física y Deportes, (386), 45-63. http://doi.org/10.55166/reefd.v0i386.310
González Sánchez, O. S., Romeu López, C. E., & Romero-Naranjo, F. J (2019). Pilot study of executive functions in elder-ly adults in care homes. The European Proceedings of Social & Behavioural Sciences EpSBS, 60, Article 95. https://doi.org/10.15405/epsbs.2019.04.02.95
González Serrano, D. (2022). Musicomotricidad: La música como herramienta psicomotriz en educación física [Musicmo-tricity: Music as psychomotor tool for physical education]. Retos, 43, 672-682. https://doi.org/10.47197/retos.v43i0.89717
Hernando, A., & Useros, A. (2007). Intervención fisioterápica en el proceso rehabilitador de pacientes con daño cerebral adquirido [Physiotherapeutic intervention in the rehabilitation process of patients with acquired brain injury]. Acción psico-lógica, 4(3), 35-48.
Ijmker, T., & Lamoth, C. J. C. (2012). Gait and cognition: the relationship between gait stability and variability with execu-tive function in persons with and without dementia. Gait Posture 35, 126–130. https://doi.org/10.1016/j.gaitpost.2011.08.022
Jacobs, S. (2021). The Impact of Music Making on Dual-Task Performance in Healthy Older Adults (Publication No. 29319962) [Doctoral dissertation, Yeshiva University]. https://hdl.handle.net/20.500.12202/8355
Jiménez-Molina, J. B., Vicedo-Cantó, E., Sayago-Martínez, R., & Romero-Naranjo, F. J. (2017). Evaluating attention, socioemotional factors and anxiety in secondary school students in Murcia (Spain) using the BAPNE® method. Research protocol. Procedia - Social and Behavioral Sciences, 237(February 21, 2017), 1071-1075. https://doi.org/10.1016/j.sbspro.2017.02.157
Kim, S. J., Cho, S.-R., & Yoo, G. E. (2017a). Age-Related Changes in Bimanual Instrument Playing with Rhythmic Cueing. Front. Psychol. 8, (Article 1569). https://doi.org/10.3389/fpsyg.2017.01569
Kim, S. J., Cho, S. R., & Yoo, G. E. (2017b). The applicability of rhythm-motor tasks to a new dual task paradigm for older adults. Front. Neurol., 8, (Article 671). https://doi.org/ 10.3389/fneur.2017.00671
Kim, S. J., & Yoo, G. E. (2020). Rhythm-Motor Dual Task Intervention for Fall Prevention in Healthy Older Adults. Fron-tiers in psychology, 10, (Article 3027). https://doi.org/10.3389/fpsyg.2019.03027
Kim, S. J., Park, J. K., & Yeo, M. S. (2022). Dual-Task-Based Music Therapy to Improve Executive Functioning of Elderly Patients with Early Stage Alzheimer’s Disease: A Multiple Case Study. International Journal of Environmental Research and Public Health, 19(19), 4-12. https://doi.org/10.3390/ijerph191911940
Lapierre, A. (1974). La reeducación física [Physical re-education] (Vols. I, II, III). Científico-Médica.
Latre-Nava, S., Martínez-Fernández, X., Rodríguez-Masafrets, A., Puigdevall-Cayuela, A., Torre, G., Finestres-Alverola, J., & Romero-Naranjo, F. J. (2019). Cognitive stimulation in adolescents at risk of exclusion using the BAPNE® meth-od. The European Proceedings of Social & Behavioural Sciences EpSBS, 60, Article 62. https://doi.org/10.15405/epsbs.2019.04.02.62
Le Boulch, J. (1966). L’Éducation par le mouvement: La psycho-cinétique à l’âge scolaire. Les editions sociales françaises.
Luis-de Cos, G., Arribas-Galarraga, S., Luis-de Cos, I., & Arruza Gabilondo, J. A. (2019). Competencia motriz, compro-miso y ansiedad de las chicas en educación física [Motor competence, commitment, and anxiety in girls during physical education clases]. Retos, 36, 231-238. https://doi.org/10.47197/retos.v36i36.64243
Loehrer, P. A., Nettersheim, F.S., Jung, F., Weber, I., Huber, C., Dembek, T. A., Pelzer, E. A., Fink, G. R., Tittgemeyer, M., & Timmermann, L. (2016). Ageing changes effective connectivity of motor networks during bimanual finger coor-dination. NeuroImage, 143, 325-342. https://doi.org/10.1016/j.neuroimage.2016.09.014
Malcolm, M. P., Massie, C., & Thaut, M. (2009). Rhythmic auditory-motor entrainment improves hemiparetic arm kine-matics during reaching movements: A pilot study. Top. Stroke Rehabil, 16(1), 69-79. https://doi.org/10.1310/tsr1601-69
Mamani, D., Casa, M., Cusi, L., & Laque, G. (2019). Nivel de conocimiento del esquema corporal en niñas y niños de Educación Inicial [Level of knowledge of the body schema in pre-school children]. Revista Innova Educación, 1(4), 566-575. https://doi.org/10.35622/j.rie.2019.04.010
Martínez-Abellán, R. (1999). Esquema e imagen corporal en el niño ciego: su influencia en el desarrollo del espacio [Schema and body image in the blind child: Its influence on the development of space]. Psicomotricidad, (61-62), 15-26.
Martínez-Heredia, N., Santaella-Rodríguez, E., & Rodríguez-García, A. M. (2021). Beneficios de la actividad física para la promoción de un envejecimiento activo en personas mayores. Revisión bibliográfica [Benefits of physical activity for the promotion of active aging in elderly. Bibliographic review]. Retos, 39, 829-834. https://doi.org/10.47197/retos.v0i39.74537
Mezcua-Hidalgo, A., Ruiz-Ariza, A., Ferreira Brandão de Loureiro, V. A., & Martínez-López, E. J. (2020). Capacidades físicas y su relación con la memoria, cálculo matemático, razonamiento lingüístico y creatividad en adolescentes [Physi-cal capacities and their relation with memory, mathematical calculation, linguistic reasoning, and creativity in adoles-cents]. Retos, 37, 473-479. https://doi.org/10.47197/retos.v37i37.71089
Mirelman, A., Maidan, I., Bernad-Elazari, H., Nieuwhof, F., Reelick, M., Giladi, N., Hausdorff, J. M. (2014). Increased frontal brain activation during walking while dual tasking: an fNIRS study in healthy young adults. Neuroeng Rehabil 11, (Article 85). https://doi.org/10.1186/1743-0003-11-85
Montero-Odasso, M., Muir, S. W., & Speechley, M. (2012). Dual-task complexity a ects gait in people with mild cognitive impairment: the interplay between gait vari- ability, dual tasking, and risk of falls. Arch Phys Med Rehabil, 93(2), 93–99. https://doi.org/10.1016/j.apmr.2011.08.026
Moral Bofill, L., Vicedo Molla, F., & Romero Naranjo, F. J. (2020). Estudio piloto de variables socio-Emocionales, ansiedad y flow en alumnos de grado profesional de música mediante actividades BAPNE [Pilot study of socio-Emotional variables, anxiety and flow in music students through BAPNE activities]. Educatio Siglo XXI, 38(2), 193-212. https://doi.org/10.6018/educatio.432971
Muñoz-Arroyave, V. M. A, Lavega-Burgués, P., Costes, A., Damian, S., & Serna, J. (2020). Los juegos motores como recurso pedagógico para favorecer la afectividad desde la educación física [Motor games as a pedagogical resource to promote affectivity through physical education.]. Retos, 38, 166-172. https://doi.org/10.47197/retos.v38i38.76556
Oh, S. Y., & Chong, H. J. (2016). Correlation between rhythm reproduction task performance and cognitive function in school-aged children. J Music Hum Behav, 13(1), 1–18. https://doi.org/10.21187/jmhb.2016.13.1.001
Pacheco Delgado, E. F., Villafuerte-Holguín, J., & López Vélez, J. (2022). Actividad física y motivación al aprendizaje del inglés como lengua extranjera en niños pequeños de Ecuador [Physical activity and motivation for learning english as a foreign language in young children in Ecuador]. Retos, 44, 988-998. https://doi.org/10.47197/retos.v44i0.90137
Padial-Ruz, R., García-Molina, R., González Valero, G., & Ubago-Jiménez, J. (2022). Actividad física y movimiento inte-grados en la enseñanza de una segunda lengua desde una edad temprana: Una revisión sistemática [Physical activity and movement integrated into the second language teaching from an early age: A systematic review]. Retos, 44, 876-888. https://doi.org/10.47197/retos.v44i0.91506
Palma Marifil, T., Carroza Sepulveda, D., Torres Lorca, R., Poblete-Aro, C., Cadagan, C., & Castillo-Paredes, A. (2021). Cambios en los síntomas de inatención, hiperactividad e impulsividad en niños y adolescentes con TDAH mediante los Deportes. Una revisión [Changes in symptoms of inattention, hyperactivity and impulsivity in children and adolescents with ADHD through Sports. A review]. Retos, 41, 701-707. https://doi.org/10.47197/retos.v41i0.78201
Park, B., & Brünken, R. (2014). The rhythm method: A new method for measuring cognitive load—An experimental dual‐task sudy. Applied Cognitive Psychology, 29(2), 232-243. https://doi.org/55510.1002/acp.3100
Park, J. K., & Kim, S. J. (2021). Dual-Task-Based Drum Playing with Rhythmic Cueing on Motor and Attention Control in Patients with Parkinson’s Disease: A Preliminary Randomized Study. International Journal of Environmental Research and Public Health, 18(19), 1-12. https://doi.org/10.3390/ijerph181910095
Patel, P., Lamar, M., Bhatt, T. (2014). Effect of type of cognitive type and walking speed on cognitive-motor interference during dual-task walking. Neuroscience, 260, 140–148. https://doi.org/10.1016/j.neuroscience.2013.12.016
Pérez Hernández, H., Simoni Rosas, C., Fuentes-Rubio, M., & Castillo-Paredes, A. (2022). La ludomotricidad y habilida-des motrices básicas locomotrices (Caminar, correr y saltar). Una propuesta didáctica para la clase de educación física en México [Ludomotricity and basic locomotion motor skills (Walk, running and jump). A didactic proposal for the physi-cal education class in Mexico]. Retos, 44, 1141-1146. https://doi.org/10.47197/retos.v44i0.91338
Piqueres-Juan, I., Sarmiento-Alienes, S., Sánchez-González, E., & Romero-Naranjo, F. J. (2019). Pilot study into sustained and selective attention using the BAPNE method. The European Proceedings of Social & Behavioural Sciences EpSBS, 60, Arti-cle 93. https://dx.doi.org/10.15405/epsbs.2019.04.02.93
Prieto Sánchez, M. D. (1983). Concepto de “esquema corporal”. Perspectivas teóricas. Implicaciones en la psicología escolar [Concept of "body schema". Theoretical perspectives. Implications for school psychology]. Anales de Pedagogía, 1. 229-284.
Plummer-D'Amato, P., Altmann, L. J., & Reilly, K. (2011). Dual-task effects of spontaneous speech and executive function on gait in aging: exaggerated effects in slow walkers. Gait Posture, 33(2), 233-237. https://doi.org/10.1016/j.gaitpost.2010.11.011
Rodríguez-Camacho, D. F., & Alvis-Gómez, K. M. (2015). Generalidades de la imagen corporal y sus implicaciones en el deporte [Overview of the body image and its implications in sport]. Revista de la Facultad de Medicina, 63(2). 279-287. https://doi.org/10.15446/revfacmed.v63n2.49387
Romero-Naranjo, F. J. (2012). Percusión corporal y lateralidad. Método BAPNE [Body percussion and laterality. BAPNE Method]. Música y Educación: Revista Trimestral de Pedagogía Musical, 25(91), 30-51.
Romero-Naranjo, F. J. (2013). Science & art of body percussion: A review. Journal of Human Sport & Exercise, 8(2), 442-457. https://doi.org/10.4100/jhse.2012.82.11
Romero-Naranjo, F. J. (2014). Body percussion. Theoretical practical foundation (10ª ed., Vols. 1-5). Body Music Body Percussion Press.
Romero-Naranjo, F. J. (2018a). Bodypercussion. Basic. Body Music Body Percussion Press.
Romero-Naranjo, F. J. (2018b). Bodypercussion - Programación didáctica (Vols. 1 & 2). Ramón Torres Gosálvez.
Romero-Naranjo, F. J. (2020a). BAPNE Fit 1. Body music-Body Percussion Press.
Romero-Naranjo, F. J. (2020b). BAPNE Fit 2. Body music-Body Percussion Press.
Romero-Naranjo, F. J. (2022). BAPNE FIT: Neuromotricity and body percussion in physical activity and sport sciences. The Educational Review, USA, 6(2), 37-44. http://doi.org/10.26855/er.2022.02.001
Romero-Naranjo, F. J. (2022b). Visuomotor skills and neuromotricity in the BAPNE method. Real-Time signaling as a learning resource. In M. A. de la Ossa Martínez (ed.), La educación y formación musical en el siglo XXI. ¿Somos competentes para el enfoque competencial? (pp. 303-325). Silex Ediciones.
Romero-Naranjo, F. J., Romero-Naranjo A.D. (2022). Body percussion & Health. A brief approach to the state of the ques-tion. Eufonia, 93.
Romero Ramos, N., Romero-Ramos, O., & González Suárez, A. J (2021). Actividad física y funciones cognitivas en perso-nas mayores: Revisión sistemática de los últimos 5 años [Physical activity and cognitive functions in older people: A sys-tematic review of the last 5 years]. Retos, 39, 1017-1023. https://doi.org/10.47197/retos.v0i39.79960
Ros-Silla, E., Valcarcel-Marsa, S., Jaikel-Arce, D., Berlai, S., Giglio, R., Payro-Escobar, A., & Romero-Naranjo, F. J. (2019). Attention in conservatoire students using body percussion following the BAPNE method. The European Proceed-ings of Social & Behavioural Sciences EpSBS, 60, Article 57. https://doi.org/10.15405/epsbs.2019.04.02.57
Rosa Guillamón, A., Garcia Canto, E., & Martínez García, H. (2021). Ejercicio físico aeróbico y atención selectiva en esco-lares de educación primaria [Aerobic physical exercise and selective attention in primary school children]. Retos, 39, 421-428. https://doi.org/10.47197/retos.v0i39.81060
Schrodt, L. A., Mercer, V. S., Giuliani, C. A., & Hartman, M. (2004). Characteristics of step- ping over an obstacle in community dwelling older adults under dual-task conditions. Gait Posture, 19(3), 279–287. https://doi.org/10.1016/S0966-6362 (03)00067-5
Silsupadol, P., Siu, K.C., Shumway-Cook, A., & Woollacott, M. H. (2006). Training of balance under single-and dual-task conditions in older adults with balance impairment. Phys. Ther., 86, 269–281. https://doi.org/10.1093/ptj/86.2.269
Teixeira, C. V., Gobbi, S., Pereira, J. R., Ueno, D. T., Shigematsu, R., & Gobbi, L. T. (2013). Effect of square-stepping exercise and basic exercises on functional fitness of older adults. Geriatr Gerontol Int. 13(4), 842-848. https://doi.org/10.1111/ggi.12011
Teixeira, C. V., Gobbi, S., Pereira, J. R, Vital, T. M., Hernandéz, S. S., Shigematsu, R., & Gobbi, L. T. (2013). Effects of square-stepping exercise on cognitive functions of older people. Psychogeriatrics, 13(3), 148-56. https://doi.org/10.1111/psyg.12017
Thornberg, K., Josephsson, S., & Lindquist, I. (2014) Experiences of participation in rhythm and movement therapy after stroke, Disability and Rehabilitation, 36(22), 1869-1874. https://doi.org/10.3109/09638288.2013.876107
Torró-Biosca, R., Aparici-Mínguez, F., Arnau-Mollá, A. F., Ulate-Orozco, R. M., Cabrera-Quirós, D. A., & Romero-Naranjo, F. J. (2019). Pilot study into the executive functions of children aged 8-9 BAPNE method. The European Pro-ceedings of Social & Behavioural Sciences EpSBS, 60, Article 94. https://doi.org/10.15405/epsbs.2019.04.02.94
Trigueros Cervantes, C., Moreno-Doña, A., & Rivera-García, E. (2022). Corporalidad y movimiento. Análisis de un pro-grama de motricidad a través del dibujo de infantes chilenos (Corporeality and Movement. Analysis of a motor skills program through Chilean infants’ drawings). Retos, 45, 233–244. https://doi.org/10.47197/retos.v45i0.91677
Villa de Gregorio, M., Ruiz Pérez, L. M., & Barriopedro Moro, M. I. (2019). Análisis de las relaciones entre la baja compe-tencia motriz y los problemas de atención e hiperactividad en la edad escolar [Analysis of the relationships between low motor competence and attention and hyperactivity problems in school age]. Retos, 36, 625-632. https://doi.org/10.47197/retos.v36i36.68502
Wallon, H. (1959). Kinesthésie et image visuelle du corps propre chez l'enfant [Kinesthesia and visual image of the body in children]. Enfance, 12(3-4). 252-263.
Woollacott, M., Shumway-Cook, A. (2002). Attention and the control of posture and gait: a review of an emerging area of research. Gait Posture, 16(1), 1–14. https://doi.org/10.1016/S0966-6362(01)00156-4
Yogev, G., Giladi, N., Peretz, C., Springer, S., Simon, E. S., Hausdorff, J. M. (2005). Dual tasking, gait rhythmicity, and Parkinson’s disease: Which aspects of gait are attention demanding? Eur. J. Neurosci., 22(5), 1248–1256. https://doi.org/10.1111/j.1460-9568.2005.04298.x
Zambrano Pintado, R. N., Moncayo Cueva, H. L., López Arcos, S. N., & Bonilla Jurado, D. M. (2022). Estimulación tem-prana como programa neurológico en las capacidades y destrezas en niños en etapa infantil [Early stimulation as a neuro-logical programme in the capacities and skills of infants and toddlers]. Retos, 44, 252-263. https://doi.org/10.47197/retos.v44i0.88830
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Retos
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International 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.
