Efecto de los descansos activos en la atención y concentración de los alumnos de Educación Primaria

  1. Onofre Ricardo Contreras Jordán 1
  2. María Pilar León 1
  3. Álvaro Infantes Paniagua 1
  4. Alejandro Prieto Ayuso 1
  1. 1 Universidad de Castilla-La Mancha

    Universidad de Castilla-La Mancha

    Ciudad Real, España

    ROR https://ror.org/05r78ng12

RIFOP : Revista interuniversitaria de formación del profesorado: continuación de la antigua Revista de Escuelas Normales

ISSN: 0213-8646

Year of publication: 2020

Volume: 34

Issue: 95

Pages: 145-160

Type: Article

DOI: 10.47553/RIFOP.V34I1.77723 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: RIFOP : Revista interuniversitaria de formación del profesorado: continuación de la antigua Revista de Escuelas Normales


Cited by

  • Dialnet Metrics Cited by: 6 (29-05-2023)
  • Dimensions Cited by: 4 (14-04-2023)

Índice Dialnet de Revistas

  • Year 2020
  • Journal Impact: 0.880
  • Field: EDUCACIÓN Quartile: C1 Rank in field: 45/233


  • Social Sciences: B

Scopus CiteScore

  • Year 2020
  • CiteScore of the Journal : 0.0
  • Area: Cultural Studies Percentile: 9
  • Area: Education Percentile: 3

Journal Citation Indicator (JCI)

  • Year 2020
  • Journal Citation Indicator (JCI): 0.14
  • Best Quartile: Q4
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q4 Rank in area: 628/724


(Data updated as of 14-04-2023)
  • Total citations: 4
  • Recent citations: 4


Active breaks in educational settings are introduced as a proposal to increase youth’s daily physical activity, thus it easies youth to get closer to the World Health Organization’s (2010) recommendations. Beyond the well-known benefits of physical activity on the health and well-being of children and adolescents, cognitive benefits have also been observed in several cases. Therefore, the aim of this study was to understand the effect of a period of active breaks on the attention and concentration of children in Primary Education. A total of 73 children (29 boys and 44 girls) between 9 and 11 years participated in this study. An intervention of active breaks, composed of 10 sessions, was developed during school hours. The results of this study showed an increase in children's attention and concentration after the intervention. These results suggest that 15 minutes of daily cognitively engaging physical activity may help significantly improve children's cognition. This may benefit their academic performance. Therefore, active breaks are recommended to be included in schools’ daily routines.

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