Descansos activos y rendimiento cognitivo en el alumnado: una revisión sistemática

  1. Juan Carlos Pastor-Vicedo 1
  2. Alejandro Prieto-Ayuso 1
  3. Sergio López Pérez 1
  4. Jesús Martínez-Martínez 1
  1. 1 Universidad de Castilla-La Mancha
    info

    Universidad de Castilla-La Mancha

    Ciudad Real, España

    ROR https://ror.org/05r78ng12

Aldizkaria:
Apunts: Educación física y deportes

ISSN: 2014-0983

Argitalpen urtea: 2021

Zenbakia: 146

Orrialdeak: 11-23

Mota: Artikulua

Beste argitalpen batzuk: Apunts: Educación física y deportes

Laburpena

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

Erreferentzia bibliografikoak

  • Altenburg, T. M., Chinapaw, M. J., & Singh, A. S. (2016). Effects of one versus two bouts of moderate intensity physical activity on selective attention during a school morning in Dutch primary schoolchildren: A randomized controlled trial. Journal of Science and Medicine in Sport, 19(10), 820-824.
  • Banich, M. T. (2009). Executive function: The search for an integrated account. Current directions in psychological science, 18(2), 89-94. https://doi.org/10.1111/j.1467-8721.2009.01615.x
  • Blanco, M., Veiga, O. L., Sepúlveda, A. R., Izquierdo-Gomez, R., Román, F. J., López, S., & Rojo, M. (2020). Ambiente familiar, actividad física y sedentarismo en preadolescentes con obesidad infantil: estudio ANOBAS de casos-controles. Atención Primaria, 52(4), 250-257. https://doi.org/10.1016/j.aprim.2018.05.013
  • Brindova, D., Veselska, Z., Klein, D., Hamrik, Z., Sigmundova, D., Van Dijk, J., Reijneveld, S., & Madarasova, A. (2014). Is the association between screen-based behaviour and health complaints among adolescents moderated by physical activity? International Journal of Public Health, 60(2), 139-145. https://doi.org/10.1007/s00038-014-0627-x
  • Brisswalter, J.,Collardeau, M., & Rene, A. (2002). Effects of acute physical exercise characteristics on cognitive performance. Sports Medicine, 32(9), 555-566. http://dx.doi.org/10.2165/00007256-200232090-00002
  • Buchele-Harris, H., Cortina, K., Templin, T., Colabianchi, N., & Chen, W. (2018). Impact of coordinated-bilateral physical activities on attention and concentration in school-aged children. BioMed Research International, 2018. https://doi.org/10.1155/2018/2539748
  • Buhring, K., Oliva, P.,& Bravo, C. (2009). Determinación no experimental de la conducta sedentaria en escolares. Revista chilena de nutrición, 1(36), 23-29. http://dx.doi.org/10.4067/S0717-75182009000100003
  • Center on Education Policy. Choices, Changes, and Challenges: Curriculum and Instruction in the NCLB Era, Washington DC, Center on Education Policy, 2007. https://www.cep-dc.org//index.cfm?fuseaction=document.showDocumentByID&nodeID=1&DocumentID=212
  • Chacón-Cuberos, R., Zurita-Ortega, F., Ramírez-Granizo, I., & Castro-Sánchez, M. (2020). Physical Activity and Academic Performance in Children and Preadolescents: A Systematic Review. Apunts Educación Física y Deportes, 139, 1-9. https://doi.org/10.5672/apunts.2014-0983.es.(2020/1).139.01
  • Coe, D. P., Pivarnik, J. M., Womack, C. J., Reeves, M. J., & Malina, R. M. (2006). Effect of physical education and activity levels on academic achievement in children. Medicine and science in sports and exercise, 38(8), 1515-1519. https://doi.org/10.1249/01.mss.0000227537.13175.1b
  • Contreras-Jordán, O., León, P., Infantes-Paniagua, A., & Prieto-Ayuso, A. (2020). Efecto de los descansos activos en la atención y concentración de los alumnos de Educación Primaria. Revista Interuniversitaria de Formación del Profesorado, 34(1), 145-160. https://dialnet.unirioja.es/servlet/articulo?codigo=7410803
  • De Greeff, J. W., Bosker, R. J., Oosterlaan, J., Visscher, C., & Hartman, E. (2017). Effects of physical activity on executive functions, attention and academic performance in preadolescent children: a meta-analysis. Journal of Science and Medicine in Sport, 21(5), 501-507. https://doi.org/10.1016/j.jsams.2017.09.595
  • Donnelly, Joseph E., & Lambourne, K. (2011). Classroom-based physical activity, cognition, and academic achievement. Preventive medicine, 52, 36-42. https://doi.org/10.1016/j.ypmed.2011.01.021
  • Egger, F., Benzing, V., Conzelmann, A., & Schmidt, M. (2019). Boost your brain, while having a break! The effects of long-term cognitively engaging physical activity breaks on children’s executive functions and academic achievement. PLOS ONE, 14(3), e0212482. https://doi.org/10.1371/journal.pone.0212482
  • Estudio PASOS (2019). Physical Activity, Sedentarism and Obesity of Spanish youth. https://www.gasolfoundation.org/wp-content/uploads/2019/11/Informe-PASOS-2019-online.pdf
  • Hillman, C. H., Erickson, K. I., & Kramer, A. F. (2008). Be smart, exercise your heart: exercise effects on brain and cognition. Nature reviews neuroscience, 9(1), 58-65. https://doi.org/10.1038/nrn2298
  • 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. Preventine Medicine, 52, 21-28. https://doi.org/10.1016/j.ypmed.%202011.01.024
  • Huang, T., Larsen, K. T., Ried-Larsen, M., Moller, N. C., & Andersen, L. B. (2014). The effects of physical activity and exercise on brain-derived neurotrophic factor in healthy humans: A review. Scandinavian Journal of Medicine & Science in Sports, 24(1), 1-10. https://doi.org/10.1111/sms.12069
  • Janssen, I., & Leblanc, A.G. (2010). Systematic review of the health benefits of physical activity and fitness in school-aged children and youth. International Journal of Behavioral Nutition & Physical Activity, 7, 2-16. https://doi.org/10.1186/1479-5868-7-40
  • Janssen, M., Chinapaw, M., Rauh, S., Toussaint, H., Van Mechelen, W., & Verhagen, E. (2014). A short physical activity break from cognitive tasks increases selective attention in primary school children aged 10-11. Mental Health And Physical Activity, 7(3), 129-134. https://doi.org/10.1016/j.mhpa.2014.07.001
  • Kubesch, S., Walk, L., Spitzer, M., Kammer, T., Lainburg, A., Heim, R., & Hille, K. (2009). A 30‐minute physical education program improves students' executive attention. Mind, Brain, and Education, 3(4), 235-242.
  • Laberge, S., Bush, P., & Chagnon, M. (2012). Effects of a culturally tailored physical activity promotion program on selected self-regulation skills and attitudes in ado-lescents of an underserved, multiethnic milieu. American Journal of Health Promotion, 26(4),105-115. https://doi.org/10.4278/ajhp.090625-QUAN-202
  • Leckie, R. L., Oberlin, L. E., Voss, M. W., Prakash, R. S., Szabo-Reed, A., Chaddock-Heyman, L., & Erickson, K. I. (2014). BDNF mediates improvements in executive function following a 1-year exercise intervention. Frontiers in Human Neuroscience, 8, 12. https://doi.org/10.3389/fnhum.2014.00985
  • Ma, J. K., Le Mare, L., & Gurd, B. J. (2015). Four minutes of in-class high-intensity interval activity improves selective attention in 9-to 11-year olds. Applied Physiology, Nutrition and Metabolism, 40, 1-7. https://doi.org/10.1139/apnm-2014-0309
  • Mahar, M. (2011). Impact of short bouts of physical activity on attention-to-task in elementary school children. Preventive Medicine, 52, S60-S64. https://doi.org/10.1016/j.ypmed.2011.01.026
  • Martínez-López, E., De la Torre-Cruz, M. J. & Ruiz-Ariza, A. (2018) Active-breaks: Una propuesta innovadora de descansos activos entre clases en Educación Secundaria. En P. Murillo y C. Gallego (Coords.), Innovación en la práctica educativa, 13-19. Sevilla: Ediciones Egregius. 2018.
  • Martínez-Martínez, J., Contreras-Jordán, O.R., Aznar-Laín, S., & Lera-Navarro, A. (2012). Niveles de Actividad Física medido con acelerómetro en alumnos de 3º ciclo de Educación Primaria: actividad física diaria y sesiones de Educación Física. Revista de Psicología del Deporte, 21(1), 117-123. https://www.redalyc.org/articulo.oa?id=2351/235124455015
  • Masini, A., Marini, S., Gori, D., Leoni, E., Rochira, A., & Dallolio, L. (2020). Evaluation of school-based interventions of active breaks in primary schools: A systematic review and meta-analysis. Journal of Science and Medicine in Sport, 23(4), 377-384. https://doi.org/10.1016/j.jsams.2019.10.008
  • Mavilidi, M., Drew, R., Morgan, P., Lubans, D., Schmidt, M., & Riley, N. (2019). Effects of different types of classroom physical activity breaks on children’s on-task behaviour, academic achievement and cognition. Acta Paediatrica, 109(1), 158-165. https://doi.org/10.1111/apa.14892
  • Mavilidi, M., Ouwehand, K., Riley, N., Chandler, P., & Paas, F. (2020). Effects of An Acute Physical Activity Break on Test Anxiety and Math Test Performance. International Journal Of Environmental Research And Public Health, 17(5), 1523. https://doi.org/10.3390/ijerph17051523
  • Mazzoli, E., KOorts, H., Salmon, J., Pesce, C., May, T., Teo, W., & Barnett, L. (2019). Feasibility of breaking up sitting time in mainstream and special schools with a cognitively challenging motor task. Journal Of Sport And Health Science, 8(2), 137-148. https://doi.org/10.1016/j.jshs.2019.01.002
  • McMorris, T., & Graydon, J. (2000). The effect of incremental exercise on cognitive performance. International Journal of Sport Psychology 102 (3e4), 421e428. http://dx.doi.org/10.1016/j.physbeh.2010.12.007
  • Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Medicine, 6(7), 1-6. https://doi.org/10.1371/journal.pmed.1000097
  • Mok, M., Chin, M., Korcz, A., Popeska, B., Edginton, C., Uzunov, F., Podnar, H., Coetzee, D., Georgescu, L., Emeljanovas, A., Pasic, M., Balasekaran, G., Anderson, E., & Durstine, J. (2020). Brain Breaks Physical Activity Solutions in the Classroom and on Attitudes toward Physical Activity: A Randomized Controlled Trial among Primary Students from Eight Countries. International Journal of Environmental Research and Public Health, 17(5), 1666. https://doi.org/10.3390/ijerph17051666
  • Morris, J., Daly-Smith, A., Archbold, V., Wilkins, E., & Mckenna, J. (2019). The Daily Mile™ initiative: Exploring physical activity and the acute effects on executive function and academic performance in primary school children. Psychology of Sport and Exercise, 45, 101583. https://doi.org/10.1016/j.psychsport.2019.101583
  • Organización Mundial de la Salud (2020). Physical activity. Key facts. http://www.who.int/en/news-room/fact-sheets/detail/physical-activity
  • Organización Mundial de la Salud (2010). Recomendaciones mundiales sobre actividad física para la salud. https://apps.who.int/iris/bitstream/handle/10665/44441/9789243599977_spa.pdf;jsessionid=315EE8AD6B06234E17EE8F5BC4DE9CDD?sequence=1
  • Okely, A.D., Booth, M.L., & Patterson, J.W. (2001). Relationship of cardiorespiratory endurance to fundamental movement skill proficiency among adolescents. Pediatric Exercise Science, 13(4), 380-91. https://doi.org/10.1097/00005768-200111000-00015
  • Paschen, L., Lehmann, T., Kehne, M., & Baumeister, J. (2019). Effects of Acute Physical Exercise With Low and High Cognitive Demands on Executive Functions in Children: A Systematic Review. Pediatric Exercise Science, 31(3), 267-281. https://doi.org/10.1123/pes.2018-0215
  • Pastor-Pradillo, J. L. (2007). Fundamentación epistemológica e identidad de la educación física. Profesorado, Revista de Currículum y Formación del Profesorado, 11(2), 17-33. https://www.ugr.es/~recfpro/rev112ART2.pdf
  • Piercy, K. L., Troiano, R. P., Ballard, R. M., Carlson, S. A., Fulton, J. E., Galuska, D. A., George, S., & Olson, R. D. (2018). The physical activity guidelines for Americans. Jama, 320(19), 2020-2028. https://doi.org/10.1001/jama.2018.14854
  • Rizal, H., Hajar, M., Muhamad, A., Kueh, Y., & Kuan, G. (2019). The Effect of Brain Breaks on Physical Activity Behaviour among Primary School Children: A Transtheoretical Perspective. International Journal of Environmental Research and Public Health, 16(21), 4283. https://doi.org/10.3390/ijerph16214283
  • Romero-Cerezo, C. (2007). Educación física: perspectivas y líneas de investigación en el campo del currículo y la formación del profesorado. Profesorado. Revista de Currículum y Formación de Profesorado, 11(2), 1-44. https://www.redalyc.org/articulo.oa?id=56711201
  • Routen, A., Biddle, S., Bodicoat, D., Cale, L., Clemes, S., Edwardson, C., Glazebrook, C., Harrington, D., Khunti, K., Pearson, N., Salmon, J., & Sherar, L. (2017). Study design and protocol for a mixed methods evaluation of an intervention to reduce and break up sitting time in primary school classrooms in the UK: The CLASS PAL (Physically Active Learning) Programme. BMJ Open, 7(11), e019428. https://doi.org/10.1136/bmjopen-2017-019428
  • Rueda, M. R., Posner, M. I., & Rothbart, M. K. (2005). The development of executive attention: contributions to the emergence of self-regulation. Developmental Neuropsychology, 28(2), 573e594 http://dx.doi.org/10.1207/s15326942dn2802_2
  • Ruiz-Hermosa, A., Álvarez-Bueno, C., Cavero-Redondo, I., Martínez-Vizcaíno, V., Redondo-Tébar, A., & Sánchez-López, M. (2019). Active Commuting to and from School, Cognitive Performance, and Academic Achievement in Children and Adolescents: A Systematic Review and Meta-Analysis of Observational Studies. International Journal of Environmental Research and Public Health, 16(10), 1839. https://doi.org/10.3390/ijerph16101839
  • Schmidt, M., Benzing, V., & Kamer, M. (2016). Classroom-Based Physical Activity Breaks and Children’s Attention: Cognitive Engagement Works! Frontiers In Psychology, 7. https://doi.org/10.3389/fpsyg.2016.01474
  • Schmidt, M., Benzing, V., Wallman-Jones, A., Mavilidi, M., Lubans, D., & Paas, F. (2019). Embodied learning in the classroom: Effects on primary school children’s attention and foreign language vocabulary learning. Psychology of Sport and Exercise, 43, 45-54. https://doi.org/10.1016/j.psychsport.2018.12.017
  • Soprano, A. M. (2003). Evaluation of executive functions in children. Revista de neurología, 37(1), 44-50.
  • Strong, W.B., Malina, R.M., Blimkie, C.J., Daniels, S.R., Dishman, R., Gutin, B., Hergenroeder, A.C., Must, A., Nixon, P.A., Pivarnik, J.M., Rowland, T., Trost, S., & Trudeau, F. (2005). Evidence based physical activity for school-age youth. Journal of Pediatrics, 146(6),732-737. https://doi.org/10.1016/j.jpeds.2005.01.055
  • Suarez-Manzano, S., Ruiz-Ariza, A., Lopez-Serrano, S., & Martínez-López, E. (2018). Descansos activos para mejorar la atención en clase: intervenciones educativas. Profesorado, Revista de Currículum y Formación del Profesorado, 22(4). https://doi.org/10.30827/profesorado.v22i4.8417
  • Ulrich, B. (1997). Perceptions of physical competence, motor competence and participation in organized sport: their interrelationsips in young children. Research Quarterly for Exercise and Sport, 58(1),57-67. https://doi.org/10.1080/02701367.1987.10605421
  • Van Stralen, M. M., Yildirim, M., Wulp, A., Velde, S., Veloigne, M., Doessegger, A., Adroustsos, O., Kovács, E., Brug, J., & Chinapaw, M. (2014). Measured sedentary time and physical activity during the school day of European 10-to 12-year-old children: the ENERGY project. Journal of Science and Medicine in Sport,17(2), 201-206. https://doi.org/10.1016/j.jsams.2013.04.019
  • Watson, A., Timperio, A., Brown, H., & Hesketh, K. (2019). A pilot primary school active break program (ACTI-BREAK): Effects on academic and physical activity outcomes for students in Years 3 and 4. Journal of Science And Medicine in Sport, 22(4), 438-443. https://doi.org/10.1016/j.jsams.2018.09.232
  • Williams, H., Pfeiffer, K., O’Neill, J., Dowda, M., Mclver, K., Brown, W., & Pate, R. (2008). Motor skill performance and physical activity in preschool children. Obesity, 16(6),1421-1426. https://doi.org/10.1038/oby.2008.214
  • Wilson, A. N., Olds, T., Lushington, K., Petkov, J., & Dollman, J. (2016). The impact of 10-minute activity breaks outside the classroom on male students’ on-task behaviour and sustained attention: a randomised crossover design. Acta Pediátrica, 105(4), 181-188. https://doi.org/10.1111/apa.13323
  • Zelazo, P. D., & Carlson, S. M. (2012). Hot and cool executive function in childhood and adolescence: Development and plasticity. Child development perspectives, 6(4), 354-360. https://doi.org/10.1111/j.1750-8606.2012.00246.x
  • Zelazo, P. D., & Carlson, S. M. (2020). The neurodevelopment of executive function skills: Implications for academic achievement gaps. Psychology & Neuroscience, 13(3), 273. http://dx.doi.org/10.1037/pne0000208