Alternatives of Physical Activity within School Times and Effects on Cognition. A Systematic Review and Educational Practical Guide

• Autores: Emilio J. Martínez López, Alberto Ruiz-Ariza, Manuel Jesús de la Torre Cruz, Sara Suárez-Manzano
• Localización: Psicología educativa, ISSN 1135-755X, Vol. 27, Nº. 1, 2021, págs. 37-50
• Idioma: inglés
• Títulos paralelos:
  • Las alternativas de actividad física en horario escolar y sus efectos en la cognición. Una revisión sistemática y guía práctica educativa
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 7 Citas
• Resumen
  • español

    Esta revisión analiza los estudios de la intervención educativa que han investigado los efectos de la actividad física en el contexto escolar en la cognición del alumnado. Veintinueve estudios de intervención llevados a cabo entre enero de 2005 y finales de junio de 2019 fueron seleccionados de 5 bases de datos diferentes. Catorce artículos analizaron el método de lecciones académicas físicamente activas (PAAL), nueve analizaron los efectos de descansos activos (ALB), dos analizaron las intervenciones de recreos activos (AR) y tres analizaron las intervenciones de actividad física combinada (CPA) compuestas al menos por dos o más tipos de actividad física. Los hallazgos muestran que la actividad física en horario escolar tiene efectos positivos agudos y crónicos en la cognición de los estudiantes. En todas las intervenciones (PAAL, ALB, AR y CPA) las sesiones de actividad física de gran intensidad y breves en el tiempo mejoraron el rendimiento cognitivo. A medio-largo plazo, las sesiones de actividad física de intensidad moderada-vigorosa también produjeron mejoras en el rendimiento cognitivo. Se discute la implicación de incluir programas de CPA durante el horario escolar y se ofrece una guía práctica con sugerencias educativas para la implantación de estos estímulos en el contexto educativo.

  • English

    This review analyses educational intervention studies that have researched the effects of physical activity in school on schoolchildren’s cognition. Twenty-nine intervention studies carried out between January 2005 and the end of June 2019 were retrieved from five databases. Fourteen papers analysed the physically activity in academic lessons (PAAL) method, nine analysed the effects of active lesson breaks (ALB), two analysed active recess (AR) intervention, and three analysed combined physical activity (CPA) interventions consisting of two or more types of physical activity. Physical activity in school time has acute and chronic positive effects on cognition in children. In all the interventions (PAAL, ALB, AR, and CPA) short-term highintensity physical activity sessions improved cognitive performance. Medium- to long-term moderate vigorous physical activity sessions also produced improvements in cognitive performance. The implications of including CPA programmes in the school timetable are discussed and practical guidelines with recommendations are offered.

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