La práctica de actividad física se asocia con mejor cálculo matemático, razonamiento lingüístico, comportamiento y atención en chicas TDAH

  1. Sara Suárez-Manzano 1
  2. Jose Luis Solas-Martínez 1
  3. Vania Loureiro 2
  4. Alba Rusillo-Magdaleno 1
  1. 1 Universidad de Jaén
    info

    Universidad de Jaén

    Jaén, España

    ROR https://ror.org/0122p5f64

  2. 2 Instituto Politécnico de Beja
    info

    Instituto Politécnico de Beja

    Beja, Portugal

    ROR https://ror.org/00t9n0h58

Revista:
Retos: nuevas tendencias en educación física, deporte y recreación

ISSN: 1579-1726,  1988-2041

Año de publicación: 2024

Número: 51

Páginas: 1388-1394

Tipo: Artículo

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Otras publicaciones en: Retos: nuevas tendencias en educación física, deporte y recreación

Resumen

En la actualidad encontramos cifras alarmantes de sedentarismo e inactividad física, dos condiciones que se asocian significativamente con el cálculo matemático, razonamiento lingüístico, comportamiento y atención en edad escolar. Sin embargo, son escasos los estudios realizados en población escolar con Trastorno por Déficit de Atención e Hiperactividad (TDAH). El objetivo del presente estudio fue analizar la asociación del nivel de práctica de Actividad Física Moderada-Vigorosa (AFMV) de escolares diagnosticados TDAH con el cálculo matemático, el razonamiento lingüístico, el comportamiento hiperactivo-desatento y el nivel de atención selectiva. Participaron 94 estudiantes (44 chicos; 47% y 50 chicas; 53%) de 9.48 ± 2.10 años. El cálculo matemático y razonamiento lingüístico se evaluaron mediante test ad hoc. Para el comportamiento hiperactivo-desatento en el aula se utilizó la prueba EDAH y la atención se midió con el test d2. Los resultados mostraron que una mayor práctica de AFMV se asocia con un mayor nivel de razonamiento lingüístico. Al realizar los análisis separando por sexo, en chicas, una mayor práctica de AFMV se asoció con un mayor cálculo matemático y razonamiento lingüístico, menor presencia de comportamiento hiperactivo-desatento y mejor nivel de atención. Se concluye que un alto nivel de AFMV semanal podría predecir mayor cálculo matemático y razonamiento lingüístico y baja presencia de comportamiento hiperactivo-impulsivo en el centro escolar. Los resultados sugieren el fomento de práctica de AFMV en escolares diagnosticados TDAH.

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Fuente de los datos: Dialnet