Aplicación móvil Endomondo para promocionar la actividad física en estudiantes de educación secundaria

  1. Gil-Espinosa, Francisco Javier 1
  2. Merino-Marbán, Rafael 1
  3. Mayorga-Vega, Daniel 2
  1. 1 Universidad de Málaga
    info

    Universidad de Málaga

    Málaga, España

    ROR https://ror.org/036b2ww28

  2. 2 Universidad de Jaén
    info

    Universidad de Jaén

    Jaén, España

    ROR https://ror.org/0122p5f64

Revista:
Cultura, ciencia y deporte

ISSN: 1696-5043

Año de publicación: 2020

Título del ejemplar: Nuevos retos y perspectivas de investigación en Educación Física

Volumen: 15

Número: 46

Páginas: 465-473

Tipo: Artículo

DOI: 10.12800/CCD.V15I46.1597 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Cultura, ciencia y deporte

Resumen

Las aplicaciones móviles están integradas en la vida de los estudiantes y, por tanto, su uso con fines educativos puede convertirse en un recurso para mejorar el proceso de enseñanza-aprendizaje. Simultáneamente, el uso de las mismas puede ayudar a aumentar el nivel de motivación en la integración de la actividad física en la vida y tiempo extraescolar. El objetivo de la experiencia didáctica fue analizar el efecto de la utilización de la app móvil Endomondo, en la asignatura de EF. Con un diseño cuasiexperimental sin pretest, 138 estudiantes de tercero y cuarto de Educación Secundaria Obligatoria (64 chicas y 74 chicos; 15.4±0.5 años) accedieron a participar de forma voluntaria en la presente investigación. Fue implementada en un centro educativo del sur de España, con un índice socio-cultural medio e integrada en el currículo de la asignatura de Educación Física. Los estudiantes realizaron desafíos colectivos por grupo-clase e individuales. Los resultados mostraron una participación mayoritaria del alumnado (81.7%) con implicación familiar, y la superación genérica del desafío colectivo (83.3%) e individual (84.4%). El uso de las nuevas tecnologías puede ser un recurso educativo que ayude a aumentar el tiempo de actividad física en adolescentes.

Referencias bibliográficas

  • Böhm, B., Karwiese, S.D., Böhm, H. & Oberhoffer, R. (2019). Effects of mobile health including wearable activity trackers to increase physical activity outcomes among healthy children and adolescents: Systematic review. JMIR Mhealth Uhealth, 7(4). https://mhealth.jmir.org/2019/4/e8298/
  • Cocca, A., Liukkonen, J., Mayorga-Vega, D. & Viciana-Ramirez, J. (2014). Health-related physical activity levels in Spanish youth and young adults. Perceptual and Motor Skills, 118(1), 247-260. https://doi.org/10.2466/10.06.PMS.118k16w1
  • Cradock, A.L., Barret, J.L., Taveras, E.M., Peabody, S., Flax, Ch.N., Giles, C.M. & Gortmaker, S.L. (2019). Effects of a before-school program on student physical activity levels. Preventive Medicine Reports, 15. https://doi.org/10.1016/j.pmedr.2019.100940
  • Cummiskey, M. (2011). There is an app for that: Smartphone use in health and physical education. Journal of Physical Education, Recreation & Dance, 82(8), 24-29. https://doi.org/10.1080/07303084.2011.10598672
  • De Moraes, A.C., Guerra, P.H. & Menezes, P.R. (2013). The worldwide prevalence of insufficient physical activity in adolescents; a systematic review. Nutricion Hospitalaria. 28(3), 575-584. http://observatorio.fm.usp.br/handle/OPI/2099
  • Direito, A., Jiang, Y., Whittaker, R. & Maddison, R. (2015). Apps for IMproving FITness and increasing physical activity among young people: The AIMFIT pragmatic randomized controlled trial. Journal of Medical Internet Research, 17(8), 210-223. http://www.jmir.org/2015/8/e210/
  • Dute, D.J., Bemelmans, W.J.E. & Breda, J. (2016). Using mobile apps to promote a healthy lifestyle among adolescents and students: A review of the theoretical basis and lessons learned. JMIR Mhealth Uhealth, 4(2). https://mhealth.jmir.org/2016/2/e39/
  • Fernández, A. (2006). Metodologías activas para la formación de competencias. Educatio Siglo XXI, 24(1), 35-56.
  • Goodyear, V.A., Kerner, Ch. & Quennerstedt, M. (2019). Young people’s uses of wearable healthy lifestyle technologies; surveillance, self-surveillance and resistance. Sport, Education and Society, 24(3), 212-225. https://doi.org/10.1080/13573322.2017.1375907
  • Goodyear, V.A. & Armour, K.M. (2018). Young people’s perspectives on and experiences of health-related social media, apps, and wearable health devices. Social Sciences, 7(8), 137. https://doi.org/10.3390/socsci7080137
  • Instituto Nacional de Estadística. (2018). Encuesta sobre equipamiento y uso de tecnologías de información y comunicación en los hogares. https://www.ine.es/prensa/tich_2018.pdf
  • Johansson, L. & Ruud, E. (2016). The effects of physical activity on health and learning outcomes among secondary school pupils in youth sport. In Mojca Doupona Topič (Ed.), Proceedings of the 8th Conference for Youth Sport Ljubljana (pp. 53-61). Ljubljana: Faculty of Sport.
  • Kebede, M., Steenbock, B., Helmer, S.M., Sill, J., Möllers, T. & Pischke, C.R. (2018). Identifying evidence-informed physical activity apps: Content analysis. JMIR Mhealth Uhealth, 6(12), 1-11. https://mhealth.jmir.org/2018/12/e10314/
  • Kerner, Ch., Burrows, A. & McGrane, B. (2019). Health wearables in adolescents: implications for body satisfaction, motivation and physical activity. International Journal of Health Promotion and Education, 57(4), 191-202. https://doi.org/10.1080/14635240.2019.1581641
  • Lau, P.W., Lau, E.Y., Wong, D.P. & Ransdell, L. (2011). A systematic review of information and communication technology-based interventions for promoting physical activity behavior change in children and adolescents. Journal of Medical Internet Research,13(3), e48. https://www.jmir.org/2011/3/e48/
  • Malo-Cerrato, S. (2006). The impact of mobile phones in the life of adolescents aged 12-16 years old. [Impacto del teléfono móvil en la vida de los adolescentes entre 12 y 16 años]. Comunicar, 27, 105-112. https://doi.org/10.3916/C27-2006-16
  • Martin, M.R., Melnyk, J. & Zimmerman, R. (2015). Fitness apps: Motivating students to move. Journal of Physical Education, Recreation & Dance, 86(6), 50-54. https://doi.org/10.1080/07303084.2015.1054214
  • Martínez-Baena, A., Mayorga-Vega, D. & Viciana, J. (2018). Factores predictores de la actividad física en escolares españoles de acuerdo a su estado de peso. [Predictive factors of physical activity in Spanish students based on their weight status]. Retos, 33, 74-80. https://recyt.fecyt.es/index.php/retos/article/view/52807
  • Martins, J., Marques, A., Peralta, M., Palmeira, A. & Da Costa, F.C. (2017). Correlatos de actividad física en jóvenes: Una revisión narrativa de revisiones. Implicaciones para la Educación Física basada en un enfoque socio-ecológico. [Correlates of physical activity in young people: A narrative review of reviews. Implications for physical education based on a socio-ecological approach]. Retos, 31, 292-299. https://recyt.fecyt.es/index.php/retos/article/view/53505
  • Martins, J., Marques, A., Rodrigues, A., Sarmento, H., Onofre, M. & Carreiro da Costa, F. (2018). Exploring the perspectives of physically active and inactive adolescents: How does physical education influence their lifestyles? Sport, Education & Society, 23(5), 505-519. https://doi.org/10.1080/13573322.2016.1229290
  • Mayorga- Vega, D., Parra, M. & Viciana, J. (2017). Comparison of moderate-to-vigorous physical activity levels between physical education, school recess and after-school time in secondary school students: An accelerometer-based study. Kinesiology, 49(2), 242-251. https://hrcak.srce.hr/ojs/index.php/kinesiology/article/view/5775
  • McKenzie, T.L. & Lounsbery, M.A.F. (2013). Physical education teacher effectiveness in a public health context. Research Quarterly for Exercise and Sport, 84, 419-430. http://dx.doi.org/10.1080/02701367.2013.844025
  • McMahom, E.M., Corcoran, P., O´Regan, G., Keeley, H., Cannon, M., Carli, V., …Wasserman, D. (2016). Physical activity in European adolescents and associations with anxiety, depression and well‑being. European Child & Adolescent Psychiatry, 26(1), 111-122. https://link.springer.com/article/10.1007%2Fs00787-016-0875-9
  • Mikaelsson, K., Rutberg, S., Lindqvist, A.K. & Michaelson, P. (2019). Physically inactive adolescents’ experiences of engaging in physical activity. European Journal of Physiotherapy, 1-6. https://doi.org/10.1080/21679169.2019.1567808
  • Ministerio de Educación, Cultura y Deporte (2015). Real Decreto 1105/2014, de 26 de diciembre, por el que se establece el currículo básico de la Educación Secundaria Obligatoria y del Bachillerato. Texto consolidado. Boletín Oficial del Estado (3), 169-546. Recuperado de https://www.boe.es/boe/dias/2015/01/03/pdfs/BOE-A-2015-37.pdf
  • Ng, K.W., Badura, P., Dzielska, A., Kokko, S., Woods, C.B. & Hamrik, Z. (2019). Test-retest reliability of survey items on ownership and use of physical activity trackers. Acta Gymnica, 49(2), 67-74. http://dx.doi.org/10.5507/ag.2019.001
  • Pereira, S., Fillol, J. & Moura, P. (2019). El aprendizaje de los jóvenes con medios digitales fuera de la escuela: De lo informal a lo formal. [Young people learning from digital media outside of school: The informal meets the formal]. Comunicar, 58, 41-50. https://doi.org/10.3916/C58-2019-04
  • Poitras, V., Gray, C., Borghese, M., Carson, V., Chaput, J., Janssen, I., Katzmarzyk PT, Pate R.R., Connor Gorber S, Kho M.E., Sampson M. & Tremblay, M.S. (2016). Systematic review of the relationships between objectively measured physical activity and health indicators in school-aged children and youth. Applied Physiology, Nutrition, and Metabolism, 41(6), S197–239. https://doi.org/10.1139/apnm-2015-0663
  • Ridgers, N.D., Timperio, A., Brown, H., Ball, K., Macfarlane, S., Lai, S.K., Richards, K., Ngan, W. & Salmon, J. (2017). A cluster-randomised controlled trial to promote physical activity in adolescents: The Raising Awareness of Physical Activity (RAW-PA) study. BMC Public Health, 17(6). https://doi.org/10.1186/s12889-016-3945-5
  • Ridgers, N.D., Timperio, A., Brown, H., Ball, K., Macfarlane, S., Lai, S.K., Richards, K., Mackintosh, K.A., McNarry, M.A., Foster, M. & Salmon, J. (2018). Wearable activity tracker use among Australian adolescents: Usability and acceptability study. JMIR Mhealth Uhealth, 6(4), 1-10. http://mhealth.jmir.org/2018/4/e86/
  • Schoeppe, S., Alley, S., Rebar, A.L., Hayman, M., Bray, N.A., Lippevelde, W.V., Gnam, J.P., Bachert, P., Direito, A. & Vandelanotte, C. (2017). Apps to improve diet, physical activity and sedentary behaviour in children and adolescents: A review of quality, features and behaviour change techniques. International Journal of Behavioral Nutrition and Physical Activity, 14(83), 1-10. https://doi.org/10.1186/s12966-017-0538-3
  • Sierra-Diaz, M.J., Gonzalez-Villora, S., Pastor-Vicedo, J.C. & López-Sánchez, G.F. (2019). Can we motivate students to practice physical activities and sports through models-based practice? A systematic review and meta-analysis of psychosocial factors related to physical education. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02115
  • Silva Quiroz, J. & Maturana Castillo, D. (2017). Una propuesta de modelo para introducir metodologías activas en educación superior. Innovación Educativa, 17(73), 117-131. http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1665-26732017000100117&lng=es&tlng=es
  • Simões, P., Silva, A.G., Amaral, J., Queirós, A., Rocha, N.P. & Rodrigues, M. (2018). Features, behavioral change techniques, and quality of the most popular mobile apps to measure physical activity: Systematic search in app stores. JMIR Mhealth Uhealth, 6(10), 1-9. http://mhealth.jmir.org/2018/10/e11281/
  • Viciana, J. & Mayorga-Vega, D. (2017). Influencing factors on planning decision making among Spanish in-service Physical Education teachers. A population-based study. Electronic Journal of Research in Educational Psychology, 15(3), 491-509. http://dx.doi.org/10.14204/ejrep.43.16112
  • Viciana, J., Mayorga-Vega, D. & Parra-Saldias, M. (2019). Adolescents’ physical activity levels on physical education and non-physical education days according to gender, age, and weight status. European Physical Education Review, 25(1), 143-155. https://doi.org/10.1177/1356336X17706683
  • WHO (2018). Physical activity. Recuperado de https://www.who.int/news-room/fact-sheets/detail/physical-activity
  • Wong, S.S., Meng, Y., Loprinzi, P.D. & Hongu, N. (2014). Smart applications to track and record physical activity: implications for obesity treatment. Smart Homecare Technology and TeleHealth, 2, 77-91. https://doi.org/10.2147/shtt.s41484
  • Zhao, J., Freeman, B. & Li, M. (2016). Can mobile phone apps influence people's health behavior change? An evidence review. Journal of Medical Internet Research, 18(11), e287. https://www.jmir.org/2016/11/e287/
Fuente de los datos: Dialnet