Descansos activos y rendimiento cognitivo en el alumnado: una revisión sistemática
- Juan Carlos Pastor-Vicedo 1
- Alejandro Prieto-Ayuso 1
- Sergio López Pérez 1
- Jesús Martínez-Martínez 1
-
1
Universidad de Castilla-La Mancha
info
ISSN: 2014-0983
Año de publicación: 2021
Número: 146
Páginas: 11-23
Tipo: Artículo
Otras publicaciones en: Apunts: Educación física y deportes
Resumen
Este trabajo tuvo por objetivo realizar una revisión sistemática sobre intervenciones escolares basadas en descansos activos en contexto escolar con la intención de poder identificar las características clave (duración del DA, intensidad de las actividades, naturaleza de las mismas) que debe cumplir un descanso activo para proporcionar un mayor rendimiento cognitivo, como la concentración y la atención en el alumnado. Se realizó una revisión sistemática siguiendo el método PRISMA, estableciendo los siguientes criterios de inclusión: a) estudios publicados entre 2010 y 2020 (ambos inclusive), b) escritos en español o en inglés, c) descanso activo como tema principal, d) artículos elaborados dentro del contexto escolar. Las bases de datos Web of Science, Scopus y PubMed fueron consultadas. Un total de 19 artículos fueron incluidos, mostrando todos ellos mejoras sobre la atención y concentración de los alumnos, tras la realización de un programa de intervención de descansos activos en contexto escolar. Además, se observó la importante influencia que tienen las variables de duración, tipo e intensidad de la intervención para que los descansos activos mejoren el rendimiento cognitivo del alumnado. Finalmente, se concluyó que se encontraron mayores beneficios en descansos activos de corta duración, a una intensidad vigorosa y a través de una actividad con mayor carga cognitiva
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