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

Ano de publicación: 2021

Volume: 27

Número: 1

Páxinas: 37-50

Tipo: Artigo

Outras publicacións en: Psicología educativa

Indicadores

Citas recibidas

  • Citas en Dialnet Métricas: 6 (25-02-2024)

JCR (Journal Impact Factor)

  • Ano 2021
  • Factor de impacto da revista: 1.632
  • Factor de impacto sen autocitas: 1.474
  • Article influence score: 0.522
  • Cuartil maior: Q3
  • Área: PSYCHOLOGY, MULTIDISCIPLINARY Cuartil: Q3 Posición na área: 102/148 (Edición: SSCI)
  • Área: EDUCATION & EDUCATIONAL RESEARCH Cuartil: Q4 Posición na área: 209/270 (Edición: SSCI)
  • Área: PSYCHOLOGY, EDUCATIONAL Cuartil: Q4 Posición na área: 48/61 (Edición: SSCI)

SCImago Journal Rank

  • Ano 2021
  • Impacto SJR da revista: 0.345
  • Cuartil maior: Q3
  • Área: Developmental and Educational Psychology Cuartil: Q3 Posición na área: 231/355
  • Área: Social Psychology Cuartil: Q3 Posición na área: 192/302

Índice Dialnet de Revistas

  • Ano 2021
  • Factor de impacto da revista: 2,490
  • Ámbito: PSICOLOGÍA Cuartil: C1 Posición no ámbito: 8/111
  • Ámbito: EDUCACIÓN Cuartil: C1 Posición no ámbito: 6/235

CIRC

  • Ciencias Sociais: A

Scopus CiteScore

  • Ano 2021
  • CiteScore da revista: 2.0
  • Área: Social Psychology Percentil: 41
  • Área: Developmental and Educational Psychology Percentil: 40

Journal Citation Indicator (JCI)

  • Ano 2021
  • JCI da revista: 0.58
  • Cuartil maior: Q3
  • Área: PSYCHOLOGY, MULTIDISCIPLINARY Cuartil: Q3 Posición na área: 114/211
  • Área: EDUCATION & EDUCATIONAL RESEARCH Cuartil: Q3 Posición na área: 417/743
  • Área: PSYCHOLOGY, EDUCATIONAL Cuartil: Q3 Posición na área: 50/75

Resumo

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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