Asociación entre la práctica deportiva familiar y la capacidad cognitiva del alumnado

  1. Beatriz Berrios Aguayo
  2. Pedro Ángel Latorre Román
  3. Antonio Pantoja Vallejo
Revista:
Revista Electrónica de Investigación y Docencia ( REID )

ISSN: 1989-2446

Año de publicación: 2017

Número: 17

Páginas: 79-92

Tipo: Artículo

DOI: 10.17561/REID.V0I17.2979 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista Electrónica de Investigación y Docencia ( REID )

Objetivos de desarrollo sostenible

Resumen

The purpose of the study was to observe the relationship between parents’ sport practice and their children’s sport practice. We also compare children’s sport practice with their academic achievement and cognitive ability. Data were collected from two schools of primary education in southern Spain. A total of 308 children aged 8 to 12 years (mean age = 9.72 ± 1.25 years) volunteered to participate. A socio-demographic questionnaire was used to collected sport practice, student’s grades were asked to the academic center, and the Goodenough-Harris test was used to analyze their cognitive ability. Positive correlation between parents’ sport practice and their children’s was found (p<0.001). Also positive correlation was found between children’s sport practice, their academic performance and their cognitive ability. In conclusion, the results confirm the relationship between a higher parent’s sport practice and their children’s and that both simultaneously influence in children’s academic performance and cognitive ability.

Referencias bibliográficas

  • Andújar, A. J. C. (2001). La incidencia de la práctica físico-deportiva de los padres hacia sus hijos durante la infancia y la adolescencia. Apunts. Educación física y deportes, 3(65), 100–104.
  • Botía, A. (2006). Familia y escuela: dos mundos llamados a trabajar en común. Revista de Educación, 339, 119-146. doi: 10.4438/1988-592X-0034-8082-RE
  • Casterad, J. Z. (2004). Dimensiones de la condición física saludable: evolución según edad y género dimensions of the healthy physical fitness
  • 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 Societyâ : JINS, 17(6), 975–85. doi: 10.1017/S1355617711000567
  • Devís, J., y Velert, C. (1992). Nuevas perspectivas curriculares en Educación Física: la salud y los juegos modificados.
  • Diamond, a. (2000). Close interrelation of motor development and cognitive development and of the cerebellum and prefrontal cortex. Child Development, 71(1), 44–56. doi: 10.1111/1467-8624.00117
  • Heinonen, K., Räikkönen, K., Pesonen, A.-K., Kajantie, E., Andersson, S., Eriksson, J. G., … Lano, A. (2008). Prenatal and postnatal growth and cognitive abilities at 56 months of age: a longitudinal study of infants born at term. Pediatrics, 121(5), e1325–e1333. doi: 10.1542/peds.2007-1172
  • Hernández, J. G., & Portolés, A. (2016). Recomendaciones de actividad física y su relación con el rendimiento académico en adolescentes de la Región de Murcia. Retos: nuevas tendencias en educación física, deporte y recreación, (29), 100-104.
  • 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, 45(1), 114–29. doi: 10.1037/a0014437
  • Janssen, M., Chinapaw, M. J. M., Rauh, S. P., Toussaint, H. M., van Mechelen, W., & Verhagen, E. A. L. M. (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. doi: 10.1016/j.mhpa.2014.07.001
  • McMorris, T., Sproule, J., Turner, A., & Hale, B. J. (2011). Acute, intermediate intensity exercise, and speed and accuracy in working memory tasks: a metaanalytical comparison of effects. Physiology & Behavior, 102(3-4), 421–8. doi: 10.1016/j.physbeh.2010.12.007
  • Navarro, R. E. (2003). El rendimiento académico: concepto, investigación y desarrollo. Revista iberoamericana sobre Calidad, Eficacia Y Cambio en la educación. 1(2) 1-15. doi: 10.15366/reice
  • Ortega, F. B., Artero, E. G., Ruiz, J. R., España-Romero, V., Jiménez-Pavón, D., Vicente-Rodriguez, G., Castillo, M. J. (2011). Physical fitness levels among European adolescents: the HELENA study. British Journal of Sports Medicine, 45(1), 20–29. doi: 10.1136/bjsm.2009.062679
  • Soga, K., Shishido, T., & Nagatomi, R. (2015). Executive function during and after acute moderate aerobic exercise in adolescents. Psychology of Sport and Exercise, 16, 7–17. doi: 10.1016/j.psychsport.2014.08.010
  • Suárez, Á., y Parra, M. (2005). Actitudes de los padres ante la promoción de la actividad física y deportiva de las chicas en edad escolar. Cuadernos de Psicología Del Deporte, 5(1-2), 174-195.
  • Tomporowski, P. D., Davis, C. L., Miller, P. H., & Naglieri, J. a. (2008). Exercise and children’s intelligence, cognition, and academic achievement. Educational Psychology Review, 20(2), 111–131. doi: 10.1007/s10648-007-9057-0
  • Travill, A. L. (2011). Correlation Between Growth and Physical Fitness of Socially Disadvantaged Girls. Growth (Lakeland), 33(3), 9069.
  • Trudeau, F., Shephard, R.J. (2008). Physical education, school physical activity, school sports and academic performance. Int J Behav Nutrit Physl Activ, 5(1), 5-10. doi: 10.1186/1479-5868-5-10.
Fuente de los datos: Dialnet