Alternatives of Physical Activity within School Times and Effects on Cognition. A Systematic Review and Educational Practical Guide

  1. Emilio J. Martínez-López
  2. Alberto Ruiz-Ariza
  3. Manuel de la Torre-Cruz
  4. Sara Suárez-Manzano
Revista:
Psicología educativa

ISSN: 1135-755X

Año de publicación: 2021

Volumen: 27

Número: 1

Páginas: 37-50

Tipo: Artículo

Otras publicaciones en: Psicología educativa

Resumen

Esta revisión analiza los estudios de la intervención educativa que han investigado los efectos de la actividad física en el contexto escolar en la cognición del alumnado. Veintinueve estudios de intervención llevados a cabo entre enero de 2005 y finales de junio de 2019 fueron seleccionados de 5 bases de datos diferentes. Catorce artículos analizaron el método de lecciones académicas físicamente activas (PAAL), nueve analizaron los efectos de descansos activos (ALB), dos analizaron las intervenciones de recreos activos (AR) y tres analizaron las intervenciones de actividad física combinada (CPA) compuestas al menos por dos o más tipos de actividad física. Los hallazgos muestran que la actividad física en horario escolar tiene efectos positivos agudos y crónicos en la cognición de los estudiantes. En todas las intervenciones (PAAL, ALB, AR y CPA) las sesiones de actividad física de gran intensidad y breves en el tiempo mejoraron el rendimiento cognitivo. A medio-largo plazo, las sesiones de actividad física de intensidad moderada-vigorosa también produjeron mejoras en el rendimiento cognitivo. Se discute la implicación de incluir programas de CPA durante el horario escolar y se ofrece una guía práctica con sugerencias educativas para la implantación de estos estímulos en el contexto educativo.

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