Ejercicio físico basado en descansos activos sobre la función cognitiva y la competencia matemática en estudiantes universitarios de grado (Physical exercise based on active breaks on cognitive function and mathematical competence in undergraduate student
DOI:
https://doi.org/10.47197/retos.v45i0.92669Palabras clave:
Descansos activos; ejercicio moderado; estudiantes universitarios; D2; competencia matemática., (Active Breaks; attention; exercise; undergraduate students; D2; mathematical competence; physical activity)Resumen
La literatura ha demostrado el impacto de los descansos activos (AB; active breaks en inglés) en la cognición y el rendimiento académico de los estudiantes. A pesar de la evidencia, los estudiantes universitarios parecen permanecer pasivos durante las lecciones, ya que la enseñanza es mayoritariamente tradicional y gira en torno al profesor. Para romper con esta tendencia en el contexto universitario, incluimos pausas de actividad física (AF) durante las clases. Este estudio de casos cruzados tiene como objetivo observar el efecto agudo de los descansos activos en la atención y la competencia matemática de los estudiantes. Un total de 25 estudiantes de grado (Medad = 23,36, DE = 1,98) participaron en este estudio y realizaron una intervención bajo dos condiciones: i) condición de control y ii) condición de descansos activos. Los resultados muestran que los estudiantes mejoraron su atención después de recibir una sesión de descanso activo (15 minutos) de intensidad moderada. En este sentido, los participantes fueron más rápidos en D2 y mejoraron sus resultados en la tarea de matemáticas.
Abstract. A review of the literature has demonstrated the impact of active breaks (AB) on students’ cognition and academic performance. Despite the evidence, undergraduate students seem to remain passive during the lessons as the teaching is mostly traditional and revolves around the teacher. To break with this tendency in the university context, we included physical activity (PA) breaks during lessons. This study aimed to observe the acute effect of AB on the students’ attention and mathematical competence. A total of 25 undergraduate students (Mage = 23.36, SD = 1.98) participated in this study and performed an intervention under two conditions: i) control condition and ii) active-break condition. Results revealed that after receiving an AB (15 minutes) of moderate intensity students’ attention was improved. More specifically, participants were faster at D2 and their math tasks results improved.
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