Ejercicio físico basado en descansos activos sobre la función cognitiva y la competencia matemática en estudiantes universitarios de grado

  1. Bartolomé Pizà-Mir
  2. Berta Benito Colio
  3. Lorena Rodríguez-García
  4. Francisco Tomás González-Fernández
Revista:
Retos: nuevas tendencias en educación física, deporte y recreación

ISSN: 1579-1726 1988-2041

Año de publicación: 2022

Número: 45

Páginas: 970-977

Tipo: Artículo

Otras publicaciones en: Retos: nuevas tendencias en educación física, deporte y recreación

Resumen

La literatura ha demostrado el impacto de los descansos activos (AB; active breaks en inglés) en la cognición y el rendimiento académico de los estudiantes. A pesar de la evidencia, los estudiantes universitarios parecen permanecer pasivos durante las lecciones, ya que la enseñanza es mayoritariamente tradicional y gira en torno al profesor. Para romper con esta tendencia en el contexto universitario, incluimos pausas de actividad física (AF) durante las clases. Este estudio de casos cruzados tiene como objetivo observar el efecto agudo de los descansos activos en la atención y la competencia matemática de los estudiantes. Un total de 25 estudiantes de grado (Medad = 23,36, DE = 1,98) participaron en este estudio y realizaron una intervención bajo dos condiciones: i) condición de control y ii) condición de descansos activos. Los resultados muestran que los estudiantes mejoraron su atención después de recibir una sesión de descanso activo (15 minutos) de intensidad moderada. En este sentido, los participantes fueron más rápidos en D2 y mejoraron sus resultados en la tarea de matemáticas.

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