Efectos de las clases físicamente activas en variables de aprendizaje y psicosociales en educación infantil

Abstract

The general objective of this Doctoral Thesis was to determine the effect of various physically active class programmes on learning and psychosocial variables such as vocabulary, narrative comprehension, self-concept, self-esteem, and social skills in Preschool Education. In addition, some didactic proposals applied to Preschool Education are proposed. It is concluded that physically active classes of between 15-30 minutes carried out for two or three days a week produce improvements in learning and psychosocial variables in children of Preschool age. In addition, positive relationships have been found between physical fitness and some of the variables studied. Greater cardiorespiratory endurance and speed-agility are associated with better levels of self-esteem, while greater horizontal jumping strength is related to better self-concept and social skills. It is suggested to apply practical proposals aimed at including physically active classes from the Preschool education.