Relación entre capacidad aeróbica y el nivel de atención en escolares de primaria (Relationship between aerobic capacity and level of attention in primary school children)
DOI:
https://doi.org/10.47197/retos.v0i35.60729Palabras clave:
capacidad aeróbica, atención, salud cognitiva, course-navette, escolares (aerobic capacity, physical activity, attention, health cognitive, Schoolchildren)Resumen
La capacidad aeróbica constituye el principal exponente de la condición física. La atención es una de las principales funciones cognitivas, directamente relacionada con mecanismos como la percepción, la memoria, el funcionamiento ejecutivo, en procesos como el aprendizaje e incluso en el ajuste psicosocial. El objetivo del presente estudio fue analizar la relación entre capacidad aeróbica y atención selectiva. Es un diseño de estudio descriptivo relacional donde se evaluó la capacidad aeróbica (test de Course-Navette) y la atención (test de Percepción de Semejanzas y Diferencias) en una muestra de 44 escolares (20 mujeres) de 9-10 años. Los escolares con mayor capacidad aeróbica tienen mejores registros en aciertos (p = 0,049), omisiones (p = 0,031) y control inhibitorio (p = 0,034). Los resultados de este trabajo se alinean con la investigación previa que plantea una relación positiva entre capacidad aeróbica y atención. Así, aquellos con mayor capacidad aeróbica presentan una mejor atención selectiva.
Abstract. Aerobic capacity constitutes the main indicator of physical fitness. Attention is one of the main cognitive functions, directly related to mechanisms such as perception, memory, executive functioning, in processes such as learning or even in psychosocial adjustment.The aim was to analyze the relationship between aerobic capacity and selective attention. The study implemented a descriptive design, evaluating aerobic capacity (Course-Navette test) and selective attention (Perception of Similarities and Differences test) in a sample of 44 students (20 women) between 9-10 years. Students with higher aerobic capacity had better scores in successes (p = 0,049), omissions (p = 0,031) and inhibitory control (p = 0,034). The results of this work are in line with previous research showing a positive relationship between aerobic capacity and attention. In this sense, students with higher aerobic capacity present better selective attention.
Citas
Babiss, L. A., & Gangwisch, J. E. (2009).Sports participation as a protective factor against depression and suicidal ideation in adolescents as mediated by self-esteem and social support.Journal of Developmental and Behavioral Pediatrics, 30(5), 376-384.
Barnes, D. E., Yaffe, K., Satariano, W. A., & Tager, I. B. (2003). A longitudinal study of cardiorespiratory fitness and cognitive function in healthy older adults. Journal of the American Geriatrics Society, 51(4), 459-465.
Bass, R. W., Brown, D.D., Laurson, K. R., & Coleman, M. M. (2013).Physical fitness and academic performance in middle school students. Acta Paediatrica, 102, 832-837.
Best, J. R. (2010). Effects of physical activity on children’s executive function: Contributions of experimental research on aerobic exercise. Developmental Review, 30, 331-351.
Biddle, S., Fox, K. R., & Boutcher, S. H. (2000). Physical activity and psychological well-being. Psychology Press.
Blair, S. N. (2009). Physical inactivity: the biggest public health problem of the 21st century. British Journal of Sports Medicine, 43(1), 1-2.
Buck, S. M., Hillman, C. H., & Castelli, D. M. (2008).The relation of aerobic fitness to stroop task performance in preadolescent children. Medicine and Science in Sports and Exercise, 40, 166-172.
Castelli, D. M., Hillman, C. H., Buck, S. M., & Erwin, H. (2007).Physical fitness and academic achievement in 3rd and 5th grade students. Journal of Sport &Exercise Psychology, 29, 239-252.
Chaddock, L., Erickson, K. I., Prakash, R. S., Kim, J. S., Voss, M. W., Van Patter, M.,… & Kramer, A. F. (2010). A neuroimaging investigation of the association between aerobic fitness, hippocampal volume and memory performance in preadolescent children. Brain Research, 1358, 172-183.
Chaddock, L., Hillman, C. H., Buck, S. M., & Cohen, N. J.
(2011).Aerobic fitness and executive control of relational memory in preadolescent children. Medicine & Science in Sports & Exercise, 43, 344-349.
Chaddock, L., Hillman, C. H., Pontifex, M. B., Johnson, C. R., Raine, L. B., & Kramer, A. F. (2012). Childhood aerobic fitness predicts cognitive performance one year later. Journal of sports sciences, 30(5), 421-430.
Castillo-Garzón, M.J. (2007). Physical fitness is an important contributor to health for the adults of tomorrow. Selección, 17(1), 2-8.
Chang, F., & Burns, B. M. (2005). Attention in preschoolers: Associations with effortful control and motivation. Child Development, 76(1), 247-263.
Conde, M.A., & Tercedor, P. (2015). Physical activity, physical education and fitness could be related to academic and cognitive performance in young. A systematic review. Arch Med Deporte, 32(2), 100-109.
Crespo-Eguilaz, N., & Narbona, J. (2006).Subtipos de trastorno específico del desarrollo del lenguaje: perfiles clínicos en una muestra hispanohablante. Revista de Neurología, 43, 193-200.
Dishman, R. K., Hales, D. P., Pfeiffer, K. A., Felton, G., Saunders, R., Ward, D. S., & Pate, R. R. (2006). Physical self-concept and self-esteem mediate cross-sectional relations of physical activity and sport participation with depression symptoms among adolescent girls. Health Psychology, 25(3), 396-407.
Estévez-González, A., García-Sánchez, C., & Junqué, C. (1997). La atención: una compleja función cerebral. Revista de neurología, 25(148), 1989-1997.
Fedewa, A. L., & Ahn, S. (2011). The effects of physical activity and physical fitness on children’s achievement and cognitive outcomes: a meta-analysis. Research Quarterly for Exercise and Sport, 82, 521-535.
Gálvez, A., Rodríguez-García, P.L., García-Canto, E., Rosa, A., Pérez Soto, J.J., Tárraga, M.L., & Tárraga, P.J. (2015). Capacidad aeróbica y calidad de vida en escolares de 8 a 12 años. Clínica e Investigación en Arteriosclerosis, 27(5), 239-245.
Gálvez, A., Rodríguez-García, P.L., Rosa, A., García-Cantó, E., Pérez-Soto, J.J., Tárraga, P.J., & Tárraga, M.L. (2016). Capacidad aeróbica, estado de peso y autoconcepto en escolares de primaria. Clínica e Investigación en Arteriosclerosis, 28(1), 1-8.
Garber, C.E., Blissmer, B., Deschenes, M.R., Franklin, B.A., Lamonte, M.J., Lee, I.M.,… & Swain, D.P.(2011). American College of Sports Medicine position stand. Quantity and quality of exercise for developing and maintaining cardiorespiratory, musculoskeletal, and neuromotor fitness in apparently healthy adults: guidance for prescribing exercise. Med Sci Sports Exerc, 43(7), 1334-59.
Greimel, E., Wanderer, S., Rothenberger, A., Herpertz-Dahlmann, B., Konrad, K., & Roessner, V. (2011). Attentional performance in children and adolescents with tic disorder and co-occurring attention-deficit/hyperactivity disorder: New insights from a 2x2 factorial design study. Journal of Abnormal Child Psychology, 39, 819-828.
Guiney, H., & Machado, L. (2013).Benefits of regular aerobic exercise for executive functioning in healthy populations. Psychonomic Bulletin & Review, 20(1), 73-86.
Hackman, D. A., Farah, M. J., & Meaney, M. J. (2010). Socioeconomic status and the brain: mechanistic insights from human and animal research. Nature reviews. Neuroscience, 11(9), 651.
Hillman, C. H., Buck, S. M., Themanson, J. R., Pontifex, M. B., & Castelli, D. (2009). Aerobic fitness and cognitive development: Event-related brain potential and task performance indices of executive control in preadolescent children. Developmental Psychology, 45, 14-129.
Hillman, C. H., Castelli, D. M., & Buck, S. M. (2005). Aerobic fitness and neurocognitive function in healthy preadolescent children. Medicine and science in sports and exercise, 37(11), 1967.
Hillman, C.H., Kamijo, K., & Scudder, M. (2011). A review of chronic and acute physical activity participation on neuroelectric measures of brain health and cognition during childhood. Preventive Medicine, 52(Suppl 1), S21-S28.
Hötting, K., & Röder, B. (2013). Beneficial effects of physical exercise on neuroplasticity and cognition. Neuroscience & Biobehavioral Reviews, 37(9), 2243-2257.
Jiménez, M. G., Martínez, P., Miró, E., & Sánchez, A. I. (2008). Bienestar psicológico y hábitos saludables: ¿están asociados a la práctica de ejercicio físico? International Journal of Clinical and Health Psychology, 8(1), 185-202.
Lee, D.C., Artero, E.G., Sui, X., & Blair, S.N (2010). Mortality trends in the general population: the importance of cardiorespiratory fitness. J Psychopharmacol, 24(4 Suppl), 27-35.
Lèger, 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.
Lozano, J. H., Capote, E., & Fernández, M. P. (2015). Validez convergente de las medidas de atención e impulsividad del Test de Discriminación Visual Simple de Árboles (DiViSA-UAM). Anales de Psicología, 31(1), 74-83.
Martínez-Gómez, D., Eisenmann, J.C., Gómez-Martínez, S., Veses, A., Marcos, A., & Veiga, O.L. (2008). Sedentarismo, adiposidad y factores de riesgo cardiovascular en adolescentes. Estudio AFINOS. Rev Esp Cardiol, 63(3), 277-85.
Martínez-Gómez, D., Ruiz, J.R., Gómez-Martínez, S., Chillón, P., Rey-López, J.P., Díaz, L.E., Castillo, R., Veiga, O. L., & Marcos, A. (2011). Active commuting to school and cognitive performance in adolescents: The AVENA study. Arch Pediatr Adolesc Med, 165,300-5.
Maureira, F., & Flores, E. (2017). Efectos del ejercicio físico sobre la atención: una revisión de los últimos años. Revista de Ciencias de la Actividad Física UCM, 18(1), 73-83.
Memmert, D., Simons, D. J., & Grimme, T. (2009). The relationship between visual attention and expertise in sports. Psychology of Sport and Exercise, 10, 146-151.
Monti, J. M., Hillman, C. H., & Cohen, N. J. (2012). Aerobic fitness enhances relational memory in preadolescent children: The FITKids randomized control trial. Hippocampus, 22, 1876-1882.
Ortega, F. B., Ruiz, J., & Castillo, M. J. (2013a). Physical activity, physical fitness, and overweight in children and adolescents: evidence from epidemiologic studies. Endocrinología y Nutrición, 60(8), 458-469.
Ortega, F.B., Ruiz, J.R., Castillo, M.J., & Sjöström, M. (2008). Physical fitness in childhood and adolescence: a powerful marker of health. Int J Obes (Lond), 32, 1-11.
Ortega, F.B., Sánchez-López, M., Solera-Martínez, M., Fernández-Sánchez, A., Sjöströrn, M., & Martínez-Vizcaíno, V. (2013b). Self-reported and measured cardiorespiratory fitness similarly predict cardiovascular disease risk in Young adults. Scand J Med Sci Sports 23(6), 749-57.
Panagiotopoulos, C., Ronsley, R., Al-Dubayee, M., Brant, R., Kuzeljevic, B., Rurak, E., & Masse, L. C. (2011). The Centre for Healthy Weights-Shapedown BC: A Family-Centered, Multidisciplinary Program that Reduces Weight Gain in Obese Children over the Short-Term. International Journal of Environmental Research and Public Health, 8(12), 4662-4678.
Pérez-Lobato, R., Reigal, R.E., & Hernández-Mendo, A. (2016). Relationships between physical activity, fitness and attention in an adolescent sample. Revista de Psicología del Deporte, 25(1), 179-186.
Pontifex, M. B., Raine, L. B., Johnson, C. R., Chaddock, L., Voss, M. W., Cohen, N. J.,… & Hillman, C. H. (2011). Cardiorespiratory fitness and the flexible modulation of cognitive control in preadolescent children. Journal of Cognitive Neuroscience, 23, 1332-1345.
Posner, M. I., & Petersen, S. E. (1990). The attention system of the human brain. Annual review of neuroscience, 13(1), 25-42.
Posner, M. I., Rothbart, M. K., Sheese, B. E., & Voelker, P. (2014). Developing attention: behavioral and brain mechanisms. Advances in Neuroscience, 2014, 1-9.
Rasberry, C.N., Lee, S.M., Robin, L., Laris, B.A., Russell, L.A., Coyle, K.K., & Nihiser, A.J. (2011). The association between school-based physical activity, including physical education, and academic performance: A systematic review of the literature. Prev Med, 52(S10-S20).
Rowland, T. W. (2007). Evolution of maximal oxygen uptake in children. Tomkinson, G.R. y Ods, T.S. (Eds.), In Pediatric Fitness Secular trends and Geographic Variabiliy (pp. 200-209). Suiza: Karger Publishers.
Ruiz, J. R., España Romero, V., Castro Piñero, J., Artero, E. G., Ortega, F. B., Cuenca García,… & Castillo, M. J. (2011). Batería ALPHA-Fitness: test de campo para la evaluación de la condición física relacionada con la salud en niños y adolescentes. Nutrición Hospitalaria, 26(6), 1210-1214.
Sardinha, L. B., Marques, A., Martins, S., Palmeira, A., & Minderico, C. (2014). Fitness, fatness, and academic performance in seventh-grade elementary school students. BMC pediatrics, 14, 176.
Scudder, MR., Federmeier, K. D., Raine, L. B., Direito, A., & Boyd, J. K. (2014). The association between aerobic fitness and language processing in children: Implications for academic achievement. Brain and Cognition, 87, 140-152.
Sibley, B.A., & Etnier, J.L. (2003). The relationship between physical activity and cognition in children: A meta-analysis. Pediatr Exerc Sci, 15,243-56.
Sibley, B.A., & Etnier, J.L. (2003). The relationship between physical activity and cognition in children: A meta-analysis. Pediatr Exerc Sci, 15, 243-56.
Sloan, R.A., Sawada, S.S., Martin, C.K. ,Church, T., & Blair S.N. (2009). Associations between cardiorespiratory fitness and health-related quality of life. Health Qual Life Outcomes, 7, 47.
Sui, X., Laditka, J.N., Church, T.S., Hardin, J.W., Chase, N., Davis, K., & Blair, S.N. (2009). Prospective study of cardiorespiratory fitness and depressive symptoms in women and men. J Psychiatr Res, 43(5), 546-52.
Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. Nature Reviews. Neuroscience, 16(4), 213.
Tang, Y., & Posner, M. I. (2009). Attention training and attention state training. Trends in Cognitive Sciences, 13, 222-227.
Thomas, J. R., & Nelson, J. K. (2007). Métodos de investigación en actividad física. Barcelona: Paidotribo.
Thurstone, L. L., Yela, M., & Luque, T. (2012). Caras-R: test de percepción de diferencias-revisado: manual. Tea.
Thurstone, L., & Yela, M. (1985). Test de Percepción de Diferencias (Caras). Madrid: TEA.
Tomporowski, P., Davis, C., Miller, P., & Naglieri, J. (2008). Exercise and Children’s Intelligence, Cognition, and Academic Achievement. Educational Psychology Review, 20, 111-131.
Tomporowski, P. D., Lambourne, K., & Okumura, M.S. (2011). Physical activity interventions and children’s mental function: An introduction and overview. Preventive Medicine, 52(Suppl 1), S3-S9.
Torres-Luque, G., Carpio, E., Lara, A., & Zagalaz, M.L. (2014). Fitness levels of elementary school children in relation to gender and level of physical activity. Retos. Nuevas tendencias en Educación Física, Deporte y Recreación, 25, 17-22.
Trudeau, F., & Shephard, R.J. (2008). Physical education, school physical activity, school sports and academic performance. Int J Behav Nutr Phys Act., 5, 10.
Verburgh, L., Königs, M., Scherder, E. J., & Oosterlaan, J. (2013). Physical exercise and executive functions in preadolescent children, adolescents and young adults: a meta-analysis. Br J Sports Med, bjsports-2012.
Descargas
Archivos adicionales
Publicado
Cómo citar
Número
Sección
Licencia
Los autores que publican en esta revista están de acuerdo con los siguientes términos:
- Los autores conservan los derechos de autor y garantizan a la revista el derecho de ser la primera publicación de su obra, el cuál estará simultáneamente sujeto a la licencia de reconocimiento de Creative Commons que permite a terceros compartir la obra siempre que se indique su autor y su primera publicación esta revista.
- Los autores pueden establecer por separado acuerdos adicionales para la distribución no exclusiva de la versión de la obra publicada en la revista (por ejemplo, situarlo en un repositorio institucional o publicarlo en un libro), con un reconocimiento de su publicación inicial en esta revista.
- Se permite y se anima a los autores a difundir sus trabajos electrónicamente (por ejemplo, en repositorios institucionales o en su propio sitio web) antes y durante el proceso de envío, ya que puede dar lugar a intercambios productivos, así como a una citación más temprana y mayor de los trabajos publicados (Véase The Effect of Open Access) (en inglés).
Esta revista sigue la "open access policy" de BOAI (1), apoyando los derechos de los usuarios a "leer, descargar, copiar, distribuir, imprimir, buscar o enlazar los textos completos de los artículos".
(1) http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess
