Los descansos activos como herramienta para mejorar la atención en el contexto educativo. Una revisión sistemática y meta-análisis

  1. Eduardo Melguizo-Ibánez 1
  2. Félix Zurita-Ortega 1
  3. Gabriel González-Valero 1
  4. Pilar Puertas-Molero 1
  5. Pedro Tadeu 2
  6. José Luis Ubago-Jiménez 1
  7. José Manuel Alonso-Vargas 1
  1. 1 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

  2. 2 Polytechnic University of Guarda
Revista:
Revista de psicodidáctica

ISSN: 1136-1034

Año de publicación: 2024

Volumen: 29

Número: 2

Páginas: 147-157

Tipo: Artículo

DOI: 10.1016/J.PSICOD.2024.01.002 DIALNET GOOGLE SCHOLAR

Otras publicaciones en: Revista de psicodidáctica

Resumen

Se ha demostrado que los descansos activos son una herramienta que ayuda a mejorar la salud física y algunas funciones ejecutivas. Se ha pretendido analizar los efectos que han tenido las intervenciones de descansos activos para la mejora de la atención en función de la etapa educativa, duración de la sesión y duración de la intervención. Se ha realizado una búsqueda sistemática hasta marzo de 2023 incluyendo los artículos científicos que informasen sobre un programa de intervención basado en descansos activos para mejorar la atención y los estudios que utilicen un diseño metodológico cuasi-experimental o experimental con pre-test y post-test. La búsqueda bibliográfica se ha llevado a cabo en Web of Science, Scopus y Pubmed, en las categorías de “Education Educational Research” “Sport Sciences” “Psychology” “Psychology Applied” “Psychology Educational” y “Social Sciences”. La síntesis cuantitativa ha quedado formada por 15 investigaciones y 1.474 participantes. El tamano˜ del efecto medio ha sido (X = 0.31; CI = [0.21; 0.42]). Se han establecido tres variables moderadoras: etapa educativa, duración de cada sesión y duración del programa de intervención. La etapa de educación secundaria ha sido la más eficaz para desarrollar los descansos activos (X = 0.58; IC = [0.42; 0.74]). Asimismo, las intervenciones con una duración de 5 a 8 semanas (X = 0.53; IC = [0.37; 0.69]) y con una duración por sesión de 30 minutos (X= 0.98; IC = [0.74; 1.22]) han sido las más efectivas para mejorar la atención. Se ha concluido que la etapa educativa, la duración de la intervención y la duración de las sesiones del programa son fundamentales a la hora de realizar descansos activos.

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Fuente de los datos: Dialnet