Efectos de la actividad física sobre las funciones ejecutivas en una muestra de adolescentes
- Martínez Martínez, Inmaculada
- Chirosa Ríos, Luis Javier
- Reigal Garrido, Rafael E.
- Hernández Mendo, Antonio
- Juárez Ruiz de Mier, Rocío
- Guisado Barrilao, Rafael
ISSN: 0212-9728, 1695-2294
Year of publication: 2015
Volume: 31
Issue: 3
Pages: 962-971
Type: Article
More publications in: Anales de psicología
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.