Publication: Resultados académicos, cognitivos y físicos de dos estrategias para integrar movimiento en el aula: clases activas y descansos activos
Authors
Méndez Giménez, Antonio
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Publisher
Murcia: Servicio de publicaciones de la Universidad de Murcia
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DOI
https://doi.org/10.6018/sportk.412531
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info:eu-repo/semantics/article
Description
Abstract
El principal objetivo fue revisar la evidencia científica sobre los efectos de dos estrategias que integran movimiento en las clases de aula (clases académicas físicamente activas y descansos activos) en resultados académicos, cognitivos y de salud. Las clases físicamente activas refuerzan el contenido académico conectándolo directamente con determinadas actividades físicas, mientras que los descansos activos utilizan la AF como recuperación de la carga académica sin conectar necesariamente con contenidos curriculares. Se examinan las revisiones y meta-análisis publicadas en los últimos cinco años y se pone el foco en implicaciones docentes relevantes. Se concluye que integrar movimiento en las clases académicas tiene el po-tencial no solo de mejorar los niveles de actividad física modera y vigorosa de los estudiantes durante la jornada escolar, sino también de incrementar facilitadores del aprendizaje como la concentración, la cognición y el tiempo en la tarea, así como las funciones ejecutivas de organización, y el rendimiento académico.
Abstract: The main objective was to review the scientific evidence about the effects of two strategies that integrate movement in classroom lessons (physically active academic lesson and active brakes) on academic, cognitive and health outcomes. Physically active lessons reinforce academic contents by directly connecting them with certain physical activities, while active breaks use physical activity as a recovery from the academic load without necessarily connect with curricular contents. Systematic reviews and meta-analysis published in the last five years are examined and the focus is on relevant teaching implications. It is concluded that integrating movement in academic lessons has the potential not only to improve levels of stu-dents ́ moderate and vigorous physical activity during school day, but also to increase learning facilitators such as concentration, cognition and time on task, as well as the executive functions of organization, and academic performance.
Abstract: The main objective was to review the scientific evidence about the effects of two strategies that integrate movement in classroom lessons (physically active academic lesson and active brakes) on academic, cognitive and health outcomes. Physically active lessons reinforce academic contents by directly connecting them with certain physical activities, while active breaks use physical activity as a recovery from the academic load without necessarily connect with curricular contents. Systematic reviews and meta-analysis published in the last five years are examined and the focus is on relevant teaching implications. It is concluded that integrating movement in academic lessons has the potential not only to improve levels of stu-dents ́ moderate and vigorous physical activity during school day, but also to increase learning facilitators such as concentration, cognition and time on task, as well as the executive functions of organization, and academic performance.
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Citation
Sportk: revista euroamericana de ciencias del deporte, Vol. 9, nº 1 (2020)
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