Diez minutos de actividad física interdisciplinaria mejoran el rendimiento académico

  1. Tania Pinto-Escalona 1
  2. Óscar Martínez-de-Quel
  1. 1 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

Journal:
Apunts: Educación física y deportes

ISSN: 1577-4015,  2014-0983

Year of publication: 2019

Issue: 138

Pages: 82-94

Type: Article

DOI: 10.5672/APUNTS.2014-0983.ES.(2019/4).138.07 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Apunts: Educación física y deportes

Sustainable development goals

Abstract

The increase in sedentary lifestyles has led to a number of strategies to promote physical activity. Doing physical exercise in the classroom could be a strategy to improve academic performance and break away from sedentary periods in schools. Thus, the objective of our pilot study was to learn about the effects of an interdisciplinary intervention between Physical Education and a classroom subject. 116 secondary education students (50 girls aged 13.5 ± .7 years and 66 boys aged 13.4 ± .7 years) took part. At the beginning of the Spanish Language and Literature teaching unit, the control group carried out 10 minutes of study and review seated in their chairs while the experimental group did 10 minutes of moderate to vigorous physical exercise related to the contents of the same teaching unit. Before and after the intervention, the participants completed a multiple- choice test about the teaching unit, The Strengths and Difficulties Questionnaire (SDQ), and the Questionnaire for Assessing Physical Activity in Teenage Schoolchildren. Doing ten minutes of physical activity related to the contents of a curricular area has been shown to improve academic performance (p < .05), attention (p < .01) and increase the weekly frequency of physical activity (p < .01). This type of intervention could improve academic performance and increase engagement in physical activity in schools.

€ View funding

Funding information

Este trabajo se desarrolló gracias a una beca de colaboración en departamentos universitarios del Ministerio de Educación, Cultura y Deporte. Las autorías agradecen también la ayuda de los centros Escuelas Pías de Logroño y Santa María del Carmen de Madrid.

Funders

Bibliographic References

  • Asociación Médica Mundial. (2015). Declaración de Helsinki de la Asociación Médica Mundial: Principios éticos para las investigaciones médicas en seres humanos. Recuperado de https://www.wma.net/es/ policies-post/declaracion-de-helsinki-de-la-amm-principios-eticospara-las-investigaciones-medicas-en-seres-humanos/
  • Biswas, A., Faulkner, G. E., Bajaj, R. R., Silver, M. A., Mitchell, M. S., & Alter, D. A. (2015). Sedentary time and its association with risk for disease incidence, mortality, and hospitalization in adults: A systematic review and meta-analysis. Annals Internal Medicine, 162(2), 123-132. doi:10.7326/M14-1651
  • Booth, J. N., Leary, S. D., Joinson, C., Ness, A. R., Tomporowski, P. D., Boyle, J. M., & Reilly, J. J. (2013). Associations between objectively measured physical activity and academic attainment in adolescents from a UK cohort. British Journal of Sports Medicine, 48, 265-270. doi:10.1136/bjsports-2013-092334
  • Castañer, M., & Trigo, E. (1998). La interdisciplinariedad en la Educación Secundaria Obligatoria. Barcelona: INDE.
  • Chaddock, L., Pontifex, M. B., Hillman, C. H., & Kramer, A. F. (2011). A review of the relation of aerobic fitness and physical activity to brain structure and function in children. Journal of the International Neuropsychological Society, 17, 1-11. doi:10.1017/S1355617711000567
  • Chalkley, A., Milton, K., & Foster, C. (2015). Change4Life evidence review: Rapid evidence review on the effect of physical activity participation among children aged 5 – 11 years. London: Public Health England.
  • Diamond, A., Barnett, W. S., Thomas, J., & Munro, S. (2007). preschool program improves cognitive control. Science, 318(5855), 1387- 1388. doi:10.1126/science.1151148
  • García, P., Goodman, R., Mazaria, J., Torres, A., Rodríguez-Sacristán, J., & Hervás, A. (2000). El Cuestionario de capacidades y dificultades. Revista de Psiquiatría Infanto-Juvenil, 1, 12-17.
  • Gómez, R., Vilcazán, E., De Arrufa, M., Hespañol, J. E., & CossioBolaños, M. A. (2012). Validación de un cuestionario para la valoración de la actividad física en escolares adolescentes. Anales de la Facultad de Medicina, 73(4), 307-313. doi:10.15381/anales.v73i4.1029
  • Goodman, A., & Goodman, R. (2009). Strengths and difficulties questionnaire as a dimensional measure of child mental health. Journal of the American Academy of Child & Adolescent Psychiatry, 48(4), 400-403. doi:10.1097/CHI.0b013e3181985068
  • Greeff, J. W., Bokser, R. J., Oosterlaan, J., Visscher, C., & Hartman, E. (2018). Effects of physical activity on executive functions, attention and academic performance in preadolescent children: A metaanalysis. Journal of Science and Medicine in Sport, 21(5), 501-5017. doi:10.1016/j.jsams.2017.09.595
  • Hillman, C. H., Buck, S. M., Themanson, J. R., Pontifex, M. B., & Castelli D. M. (2009). Aerobic fitness and cognitive development: Event-related brain potential and task performance indices of executive control in preadolescent children. Developmental Psychology, 1(45), 114-129. doi:10.1037/a0014437
  • Hillman, C. H., Pontifex, M. B., Castelli, D. M., Khan, N. A., Raine, L. B., Sccuder, M. R., … Kamijo, K. (2014). Effects of the FITKids randomized controlled trial on executive control and brain function. Pediatrics, 4(134),1063-1071. doi:10.1542/peds.2013-3219
  • Hillman, C. H., Pontifex, M. B., Raine, L. B., Castelli, D. M., Hall, E. E., & Kramer, A. F. (2009). The effect of acute treadmill walking on cognitive control and academic achievement in preadolescent children. Neuroscience, 159(3), 1044-1054. doi:10.1016/j.neuroscience.2009.01.057
  • Käll, L. B., Nilsson, M. N., & Lindén, T. (2014). The impact of a physical activity intervention program on academic achievement in a Swedish elementary school setting. Journal of School Health, 8(8), 473-480. doi:10.1111/josh.12179
  • Katzmarzyk, P. T., Church, T. S., Craig, C. L., & Bouchard, C. (2009). Sitting time and mortality from all causes, cardiovascular disease, and cancer. Medicine & science in sports & exercise, 41(5), 998-1005. doi:10.1249/MSS.0b013e3181930355
  • Ministerio de Sanidad, Consumo y Bienestar Social. (2017). Encuesta Nacional de Salud. España 2017. Recuperado de https://www. mscbs.gob.es/estadEstudios/estadisticas/encuestaNacional/encuestaNac2017/ENSE2017_notatecnica.pdf
  • Ministerio de Sanidad, Servicios Sociales e Igualdad. (2015). Actividad física para la salud y reducción del sedentarismo. Recomendaciones para la población. Estrategia de promoción de la salud y prevención en el SNS. Madrid: Centro de publicaciones.
  • Mullender-Wijnsma, M. J., Hartman, E., De Greeff, J. W., Doolaard, S., Bosker, R. J., & Visscher, C. (2016). Physically active math and language lessons improve academic achievement: A cluster randomized controlled trial. Pediatrics, 137(3), 1-9. doi:10.1542/peds.2015-2743
  • OMS/WHO (Organización Mundial de la Salud) (2010). Recomendaciones mundiales sobre actividad física para la salud. Ginebra. Recuperado de http://apps.who.int/iris/bitstream/10665/44441/1/ 9789243599977_spa.pdf
  • Pate, R., Saunders, R. R., Dishman, R., K., Addy, C., Dowda, M., & Ward, D. S. (2007). Long-term effects of a physical activity intervention in high school girls. American Journal of Preventive Medicine, 33(4), 276-280. doi:10.1016/j.amepre.2007.06.005
  • Pérez, S., & Leganés, M. (2012). La música como herramienta interdisciplinar: un análisis cuantitativo en el aula de lengua extranjera de Primaria. Revista de Investigación en Educación, 10(1), 127-143.
  • Piercy, K. L., Troiano, R. P., Ballard, R. M., Carlson, S. A., Fulton, J. E., Galuska, D. A., … Olson, R. D. (2018). The physical activity guidelines for Americans. Jama, 320(19), 2020-2028. doi:10.1001/jama.2018.14854
  • Ramos, P., Rivera, F., Moreno, C., & Jiménez-Iglesias, A. (2012). Análisis de clúster de la actividad física y las conductas sedentarias de los adolescentes españoles, correlación con la salud biopsicosocial. Revista de Psicología del Deporte, 21(1), 99-106.
  • Walker, A., Leary, H., Hmelo-Silver, C. E., & Ertmer, P. A. (2015). Essential readings in problem-based learning. West Lafayette: Purdue University Press
Data source: Dialnet