Efectos de la actividad física sobre las funciones ejecutivas en una muestra de adolescentes

  1. Martínez Martínez, Inmaculada
  2. Chirosa Ríos, Luis Javier
  3. Reigal Garrido, Rafael E.
  4. Hernández Mendo, Antonio
  5. Juárez Ruiz de Mier, Rocío
  6. Guisado Barrilao, Rafael
Journal:
Anales de psicología

ISSN: 0212-9728 1695-2294

Year of publication: 2015

Volume: 31

Issue: 3

Pages: 962-971

Type: Article

DOI: 10.6018/ANALESPS.31.3.171601 DIALNET GOOGLE SCHOLAR

More publications in: Anales de psicología

Sustainable development goals

Abstract

El propósito de este trabajo fue analizar los efectos de un pro-grama de actividad física, con una duración de 8 semanas y basado en jue-gos reducidos, sobre diversas variables cognitivas vinculadas al constructo funciones ejecutivas como memoria de trabajo, inhibición y flexibilidad cognitiva. Los participantes fueron 54 adolescentes, físicamente inactivos, de la ciudad de Priego (Córdoba, España), con edades entre los 15 y 16 años (M= 15.35; DT= .48). Se empleó un diseño pre-post con dos grupos aleatorizados, control y experimental. Los instrumentos utilizados para eva-luar las habilidades cognitivas fueron el test Dígitos y el test Letras y Núme-ros, de la Escala de Inteligencia de Wechsler para Niños (WISC-IV), el Trail Making Test y el Test Stroop. Se realizó un análisis de la varianza mixta 2x2 para determinar los efectos del tratamiento. Los resultados indicaron efec-tos positivos del programa de actividad física sobre la memoria de trabajo y la flexibilidad cognitiva, aunque con un tamaño del efecto bajo. Se propone incrementar el tiempo de intervención y aplicar diferentes programas para observar el impacto del tipo de actividad en futuras investigaciones

Bibliographic References

  • Banich, M.T. (2009). Executive Function: The search for an integrated account. Current Directions in Psychological Science, 18(2), 89-94.
  • Berg, K. (2010). Justifying physical education based on neuroscience evidence. Journal of Physical Education, Recreation and Dance, 81(3), 24-29.
  • Best, J.R. (2010). Effects of physical activity on children’s executive function: Contributions of experimental research on aerobic exercise. Developmental Review, 30(4), 331-351.
  • Best, J.R., Miller, P.H. y Jones, L.L. (2009). Executive functions after age 5: Changes and correlates. Developmental Review, 29(3), 180-200.
  • Blakemore, S.J. y Choudhury, S. (2006). Development of the adolescent brain: implications for executive function and social cognition. Journal of Child Psychology and Psychiatry, 47(3), 296-312.
  • Buck, S.M., Hillman, C.H. y Castelli, D.M. (2008). The relation of aerobic fitness to stroop task performance in preadolescent children. Medicine & Science in Sports & Exercise, 40(1), 166-172.
  • Burgess, P.W., Alderman, N., Forbes, C., Costello, A., Coates, L.M., Dawson, D.R., Channon, S. (2006). The case for the development and use of "ecologically valid" measures of executive function in experimental and clinical neuropsychology. Journal of the International Neuropsy-chological Society, 12(2), 194-209.
  • Casamichana, D. y Castellano, J. (2009). Análisis de los diferentes espacios individuales de interacción y los efectos en las conductas motrices de los jugadores. Aplicaciones al entrenamiento en fútbol. Motricidad. Euro-pean Journal of Human Movement, 15(23), 143-167.
  • Casamichana, D., Castellano, J., Blanco-Villaseñor, A. y Usabiaga, O. (2012). Estudio de la percepción subjetiva del esfuerzo en tareas de entrena-miento en fútbol a través de la teoría de la generalizabilidad. Revista de Psicología del Deporte, 21(1), 35-40.
  • Castelli, D.M., Hillman, C.H., Buck, S.M. y Erwin, H. (2007). Physical fitness and academic achievement in 3rd and 5th grade students. Journal of Sport & Exercise Psychology, 29(2), 239-252.
  • Chaddock, L., Erickson, K.I., Prakash, R.S., Kim, J.S., Voss, M.W., Van Patter, M., Kramer, A.F. (2010). A neuroimaging investigation of the association between aerobic fitness, hippocampal volume and memory performance in preadolescent children. Brain Research, 1358, 172-83.
  • Chaddock, L., Hillman, C.H., Pontifex, M.B., Jonhson, C.R., Raine, L.B. y Kramer, A.F. (2011). Childhood aerobic fitness predicts cognitive performance one year later. Journal of Sport Sciences, 30(5), 421-430.
  • Chaddock, L., Pontifex, M.B., Hillman, C.H. y Kramer, A.F. (2011). A Re-view of the Relation of Aerobic Fitness and Physical Activity to Brain Structure and Function in Children. Journal of the International Neuropsychological Society, 17(6), 1-11.
  • Cortis, C., Tessitore, A., Lupo, C., Pesce, C., Fossile, E., Figura, F. y Capran-ica, L. (2011). Inter-limb coordination and strength, jump, and sprint performances following a youth men’s basketball game. Journal of Strength and Conditioning Research, 25(1), 135-142.
  • Davidson, M.C., Amso, D., Anderson, L.C. y Diamond, A. (2006). Devel-opment of cognitive control and executive functions from 4 to 13 years: Evidence from manipulations of memory, inhibition, and task switching. Neuropsychologia, 44(11), 2037-2078.
  • Davis, C.L., Tomporowski, P.D., McDowell, J E., Austin, B.P., Miller, P.H., Yanasak, N.E., … Naglieri, J.A. (2011). Exercise improves executive function and achievement and alters brain activation in overweight children: a randomized, controlled trial. Health psychology: official journal of the Division of Health Psychology, American Psychological Association, 30(1), 91-98.
  • Dellal, A., Drust, B. y Lago-Penas, C. (2012). Variation of activity demands in small-sided soccer games. International Journal of Sport Medicine, 33(5), 370-375.
  • Dellal, A., Hill-Haas, S., Lago-Penas, C. y Chamari, K. (2011). Small-sided games in soccer: Amateur vs. professional players’ physiological responses, physical, and technical activities. Journal of Strength and Conditioning Research, 25(9), 2371-2381.
  • Diamond, A. (2006). The early development of executive functions. En E. Bialystok y F. I. Craik (Eds.), Lifespan cognition: Mechanisms of change (pp. 70-95). Oxford: Oxford University Press.
  • Diamond, A. y Lee, K. (2011). Interventions shown to aid executive function development in Children 4-12 years old. Science, 133(6045), 959-964.
  • Duarte, R., Batalha, N., Folgado, H. y Sampaio, J. (2009). Effects of exercise duration and number of players in heart rate responses and technical skills during futsal small-sided games. The Open Sports Sciences Journal, 3(2), 13-15.
  • Escolano-Pérez, E., Herrero-Nivela, M.L. y Echeverría-Expósito, R. (2014). La resolución de problemas como estrategia de enseñanza para el aprendizaje de la táctica ofensiva en la categoría pre-benjamín de fútbol 8. Revista de Psicología del Deporte, 23(1), 209-217.
  • Eurofit (1993). Eurofit Tests of Physical Fitness (2ª ed.). Strasbourg: Committee of Experts on Sports Research.
  • Fedewa, A.L. y Ahn, S. (2011). The effects of physical activity and physical fitness on children’s achievement and cognitive outcomes: a meta-analysis. Research Quarterly For Exercise and Sport, 82(3), 521-535.
  • Frencken, W., Van Der Plaats J., Visscher, C. y Lemmink, K. (2013). Size matters: pitch dimensions constrain interactive team behaviour in soccer. Journal of Systems Science and Complexity, 26(1), 85-93.
  • George, J.D., Fisher, A.G. y Vehrs, P.R. (2007). Tests y pruebas físicas (4ª ed.). Barcelona: Paidotribo.
  • Goldberg, E. y Bougakov, D. (2005). Valoración neuropsicológica de la dis-función del lóbulo frontal. Psychiatric Clinics of North America, 28(3), 567-580.
  • Golden, C.J. (1994). Stroop: Test de colores y palabras. Madrid: TEA Ediciones.
  • Gómez-Cabello, A., Ara, I., González-Agüero, A., Casajús, J. A. y Vicente-Rodríguez, G. (2012). Effects of Training on Bone Mass in Older Adults. Sports Medicine, 42(4), 301-325.
  • Hill-Hass, S.V., Coutts, A.J., Dawson, B.T. y Rowsell, G.J. (2010). Time-motion characteristics of physiological response of small-sided games in elite youth players: The influence of player number and rule changes. Journal of Strength and Conditioning Research, 24(8), 2149-2156.
  • Hill-Hass, S.V., Dawson, B.T., Impellizzeri, F.M. y Coutts, A.J. (2011). Phys-iology of small-sided games training in football. Sports Medicine, 41(3), 199-220.
  • Hill-Hass, S.V., Rowsell, G.J., Dawson, B.T. y Coutts, A.J. (2009). Acute physiological responses and time-motion characteristics of two small-sided training regimes in youth soccer players. Journal of Strength and Conditioning Research, 23(1), 111-115.
  • Hillman, C.H., Erickson, K.I. y Kramer, A.F. (2008). Be smart, exercise your heart: exercise effects on brain and cognition. Nature Reviews Neuroscience, 9(1), 58-65.
  • Hillman, C.H., Kamijo, K. y Scudder, M. (2011). A review of chronic and acute physical activity participation on neuroelectric measures of brain health and cognition during childhood. Preventive Medicine, 52, S21-S28.
  • Hillman, C.H., Pontifex, M.B., Raine, L.B., Castelli, D.M., Hall, E.E. y Kra-mer, A.F. (2009). The effect of acute treadmill walking on cognitive control of academic achievement in preadolescent children. Neuroscience, 159(3), 1044-1054.
  • Hillman, C.H., Snook, E.M. y Jerome, G.J. (2003). Acute cardiovascular exercise and executive control function. International Journal of Psychophysiol-ogy, 48(3), 307-314.
  • Jones, S. y Drust, B. (2007). Physiological and technical demands of 4 v 4 and 8 v 8 games in elite youth soccer players. Kinesiology, 39(2), 150-156.
  • Katis, A. y Kellis, E. (2009). Effects of small-sided games on physical condi-tioning and performance in yough soccer players. Journal of Sport Science and Medicine, 8(3), 374-380.
  • Kempermann, G., Fabel, K., Ehninger, D., Babu, H., Leal-Galicia, P., Garthe, A. y Wolf, S.A. (2010). Why and how physical activity promotes experience-induced brain plasticity. Frontiers in Neuroscience, 4(189), 1-9.
  • Kramer, A.F. y Erickson, K.I. (2007). Capitalizing on cortical plasticity: in-fluence of physical activity on cognition and brain function. Trends in Cognitive Sciences, 11(8), 342-348.
  • Kubesch, S., Walk, S., Spitzer, M., Kammer, T., Lainburg, A., Heim, R. y Hille, K. (2009). A 30-minute physical education program improves students’ executive attention. Mind, Brain, and Education, 3(4), 235-242.
  • Lezak, M.D. (2004). Neuropsychological assessment. New York: Oxford University Press.
  • Manga, D. y Ramos, F. (2011). El legado de Luria y la neuropsicología escolar. Psychology, Society, & Education, 3(1), 1-13.
  • Moral-García, J.E., Redecillas-Peiró, M.T. y Martínez-López, E.J. (2012). Hábitos sedentarios de los adolescentes andaluces. Journal of Sport and Health Research, 4(1), 67-82.
  • Mota, J., Santos, R.M., Silva, P., Aires, L., Martins, C. y Vale, S. (2012). As-sociations between self-rated health with cardiorespiratory fitness and obesity status among adolescent girls. Journal of physical activity & health, 9(3), 378-381.
  • O’Hare, E.D. y Sowell, E.R. (2008). Imaging developmental changes in gray and white matter in the human brain. En C.A. Nelson y M. Luciana (Eds.), Handbook of Developmental Cognitive Neuroscience (pp. 23-38). Cam-bridge, MA: MIT Press.
  • O’Leary, K.C., Pontifex, M.B., Scudder, M.R., Brown, M.L. y Hillman, C.H. (2011). The effects of single bouts of aerobic exercise, exergaming, and videogame play on cognitive control. Clinical Neurophysiology, 122, 1518-1525.
  • Padilla-Moledo, C., Castro-Piñero, J., Ortega, F.B., Mora, J., Márquez, S., Sjöström, M. y Ruiz, J.R. (2012). Positive health, cardiorespiratory fit-ness and fatness in children and adolescents. The European Journal of Public Health, 22(1), 52-56.
  • Powell, K.B. y Voeller, K.K.S. (2004). Prefrontal executive function syn-dromes in children. Journal of Child Neurology, 19(10), 785-797.
  • Ramos, P., Rivera, F., Moreno, C. y Jiménez-Iglesias, A. (2012). Análisis de clúster de la actividad física y las conductas sedentarias de los adoles-centes españoles, correlación con la salud biopsicosocial. Revista de Psicología del Deporte, 21(1), 99-106.
  • Ratey, J. (2008). Spark. The revolutionary new science of exercise and the brain. New York: Little, Brown and Company.
  • Reitan, R. M. (1958). Validity of the Trail Making Test as an indication of organic brain damage. Perceptual and Motor Skills, 5, 271-276.
  • Reitan, R. M. (1992). Trail making test: Manual for administration and scoring. Tucson, AZ: Reitan Neuropsychology Laboratory.
  • Reitan, R.M. y Wolfson, D. (1985). The Halstead–Reitan Neuropsycholgical Test Battery: Therapy and clinical interpretation. Tucson, AZ: Neuropsychological Press.
  • Rigoli, D., Piek, J.P., Kane, R. y Oosterlaan, J. (2012). An examination of the relationship between motor coordination and executive functions in adolescents. Developmental Medicine and Child Neurology, 54(11), 1025-1231.
  • Sampaio, J., Abrantes, C. y Leite, N. (2009). Power, heart rate and perceived responses to 3×3 and 4×4 basketball small-sided games. Revista de Psicología del Deporte, 18(suppl.), 463-467.
  • Shallice, T. (1994). Multiple levels of control processes. En C. Umilta y M. Moscovitch (Eds.), Attention and performance XV (pp. 395-420). Cam-bridge, MA: MIT Press.
  • Soprano, A.M. (2003). Evaluación de las funciones ejecutivas. Revista de Neu-rología, 37(1), 44-50.
  • Stelzer, F., Mazzoni, C.C. y Cervigni, M.A. (2014). Cognitive models of ex-ecutive functions development. Methodological limitations and theoret-ical challenges. Anales de Psicología, 30(1), 329-336.
  • Stroop, J.R. (1935). Studies of interference in serial verbal reactions. Journal of Experimental Psychology, 18, 643-662.
  • Stroth, S., Kubesch, S., Dieterle, K., Ruschsow, M., Heim, R. y Kiefer, M. (2009). Physical fitness, but no acute exercise modulates event-related potential indices for executive control in healthy adolescents. Brain Re-search, 1269, 114-124.
  • Swanson, H.L. (1996). Individual and age-related differences in children´s working memory. Memory and Cognition, 24(1), 70-82.
  • Tombaugh, T. N. (2004). Trail Making Test A and B: Normative data stratified by age and education. Archives of Clinical Neuropsychology, 19(2), 203-214.
  • Tomporowski, P.D., Davis, C.L., Miller, P.H. y Naglieri, J.A. (2008). Exercise and Children’s Intelligence, Cognition, and Academic Achievement. Educational Psychology Review, 20(2), 111-131.
  • Tomporowski, P.D., Lambourne, K. y Okumura, M.S. (2011). Physical activity interventions and children’s mental function: An introduction and overview. Preventive Medicine, 52(Suppl 1), S3-S9.
  • Verdejo-García, A. y Bechara, A. (2010). Neuropsicología de las funciones ejecutivas. Psicothema, 22(2), 227-235.
  • Verdejo-García, A., Pérez-Expósito, M., Schmidt-Río-Valle, J., Fernández-Serrano, M.J., Cruz, F., Pérez-García, M., … Campoy, C. (2010). Selec-tive Alterations Within Executive Functions in Adolescents With Ex-cess Weight. Obesity, 18(8), 1572-1578.
  • Wechsler, D. (2003). Wechsler Intelligence Scale for Children - Fourth Edition: Tech-nical and interpretative manual. San Antonio, TX: Psychological Corporati-on.
  • Wechsler, D. (2005). Manual de aplicación y corrección del WISC-IV. Madrid: TEA Ediciones, S.A.
  • Wu, C.T., Pontifex, M.B., Raine, L.B., Chaddock, L., Voss, M.W., Kramer, A.F. y Hillman, C.H. (2011). Aerobic fitness and response variability in preadolescent children performing a cognitive control task. Neuropsychology, 25(3), 333-341.
  • Zelazo, P.D. y Carlson, S. (2012). Hot and Cool Executive Function in Childhood and Adolescence: Development and Plasticity. Child Devel-opment Perspectives, 6 (4) 354–360.