Effect of Active Breaks on reading comprehension in a foreign language

  1. Fernández Barrionuevo, Eliseo 1
  2. González Fernández, Francisco Tomás 2
  3. Villoria-Prieto, Javier 2
  1. 1 Consejería de Educación en EE.UU y Canadá
  2. 2 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

Revista:
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

ISSN: 1697-7467

Año de publicación: 2023

Título del ejemplar: Physical Education teaching and foreign language learning / Enseñanza de la Educación Física y aprendizaje de la lengua extranjera

Número: 7

Páginas: 147-158

Tipo: Artículo

DOI: 10.30827/PORTALIN.VIVII.29172 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Resumen

El objetivo de la presente investigación fue el de averiguar si los descansos activos mejoran los niveles de comprensión lectora en una lengua extranjera, lo que podría ser una variable determinante en el éxito académico en la implementación de los programas AICLE. En este estudio participaron un total de 50 estudiantes sanos (n=25: Condición Control, and n= 25: Condición descanso activo) de un instituto de secundaria de Andalucía (España). Para investigar los efectos agudos de un descanso activo en la comprensión de lectura en un idioma extranjero, se les pidió a los estudiantes de Condición control que mantuvieran sus rutinas diarias, mientras que a los de la condición de descanso activo modificaron su clase introduciendo 10 minutos de ejercicio. Después de eso, ambos grupos completaron una prueba de comprensión lectora. Se encontraron diferencias significativas tanto en las preguntas de comprensión literal, p=0.03, d=0.38, p=0.001, d=0.11, como en las preguntas de comprensión inferencia, p=.003, d=0.35, p=0.03, d=0.47.  Hay que destacar que, en ambas cuestiones de evaluación, p=0.26, d=0.20, p=0.41, d=0.40, no se apreciaron diferencias significativas. El presente estudio demostró que la comprensión lectora general en un idioma extranjero mejoró después de un descanso activo de 10 minutos.

Referencias bibliográficas

  • Álvarez-Bueno C., Pesce C., Cavero-Redondo I., Sánchez-López M., Martínez-Hortelano J.A., & Martínez-Vizcaíno V. (2017). The Effect of Physical Activity Interventions on Children’s Cognition and Metacognition: A Systematic Review and Meta-Analysis. Journal of the American Academic of child & Adolescent Psychiatry, 56, 729–738. https://doi.org/10.1016/j. jaac.2017.06.012
  • Basaraba, D., Yovanoff, P., Alonzo, J., & Tindal, G. (2013). Examining the structure of reading comprehension: Do literal, inferential, and evaluative comprehension truly exist?. Reading and writing, 26, 349-379. https://doi.org/10.1007/s11145-012-9372-9
  • Bastug, M. (2014). The structural relationship of reading attitude, reading comprehension and academic achievement. International Journal of Social Sciences and Education, 4(4), 931-946. SSN: 2223-4934E.
  • Borg, G. (1998). Borg’s perceived exertion and pain scales. Human Kinetics.
  • Butterfuss, R., & Kendeou, P. (2018). The role of executive functions in reading comprehension. Educational Psychology Review, 30, 801-826. https://doi.org/10.1007/s10648-017-9422-6
  • Coyle, D., Hood, P., & Marsh, D. (2010). CLIL Content and Language Integrated Learning. Cambridge: Cambridge University Press.
  • Daly-Smith A.J., Zwolinsky S., McKenna J., Tomporowski P.D., Defeyter M.A., & Manley A. (2018). Systematic review of acute physically active learning and classroom movement breaks on children’s physical activity, cognition, academic performance and classroom behaviour: Understanding critical design features. BMJ Open Sport and Exercise Medicine, 4:e000341. https://doi.org/10.1136/bmjsem-2018-000341.
  • Diamond A. (2015) Effects of Physical Exercise on Executive Functions: Going beyond Simply Moving to Moving with Thought. Annals of Sports Medicine and Research, 2(1), 1011. https://doi.org/10.58265/pulso.5079
  • Garipova, N., & Nicolás S. (2016). Promoting reading skills in CLIL. Pulso. Revista de Educación, 39, 113-124. https://doi.org/10.13189/ujer.2021.090906
  • Guntur, M., & Hamsu, A.G., & Mustafa, M. (2021). The Impacts of Content & Language Integrated Learning (CLIL) Method on University Students’ Reading Comprehension Skills in Indonesia. Universal Journal of Educational Research, 9(9), 1656 1663. https://doi. org/10.13189/ujer.2021.090906.
  • Janssen, M., Chinapaw, M. J. M., Rauh, S. P., Toussaint, H. M., van Mechelen, W., &Verhagen, E. A. L. M. (2014). A short physical activity break from cognitive tasks increases selective attention in primary school children aged 10–11. Mental Health and Physical Activity, 7, 129-134. https://doi.org/10.1016/j.mhpa.2014.07.001
  • Kieffer, M. J., & Christodoulou, J. A. (2020). Automaticity and control: How do executive functions and reading fluency interact in predicting reading comprehension?. Reading Research Quarterly, 55(1), 147-166. https://doi.org/10.1002/rrq.289
  • Loukidou, L., Loan-Clarke, J., & Daniels, K. (2009). Boredom in the workplace: More than monotonous tasks. International Journal of Management Reviews, 11, 381-405. https:// doi.org/10.3109/01612840.2015.1084554
  • Lubans, D. R., Leahy, A. A., Mavilidi, M. F., & Valkenborghs, S. R. (2022). Physical Activity, Fitness, and Executive Functions in Youth: Effects, Moderators, and Mechanisms. Current topics in behavioral neurosciences, 53, 103–130. https://doi.org/10.1007/7854_2021_271
  • Ludyga, S., Held, S., Rappelt, L., Donath, L., & Klatt, S. (2022). A network meta-analysis comparing the effects of exercise and cognitive training on executive function in young and middle-aged adults. European Journal of Sport Science, 23(7), 1415-1425. https://doi.org /10.1080/17461391.2022.2099765.
  • Masini A., Marini S., Gori D., Leoni E., Rochira A., & Dallolio L. (2020). Evaluation of schoolbased interventions of active breaks in primary schools: A systematic review and metaanalysis. Journal of Science and Medicine in Sport, 23, 377–384. https://doi.org/10.1016/j. jsams.2019.10.008.
  • Mavilidi M.F., Lubans D.R., Miller A., Eather N., Morgan P.J, Lonsdale C., Noetel M, Karayanidis F., Shaw K., & Riley N. (2020). Impact of the “Thinking while Moving in English” intervention on primary school children’s academic outcomes and physical activity: A cluster randomised controlled trial, International Journal of Educational Research,102, 101592. https://doi.org/10.1016/j.ijer.2020.101592.
  • Muñoz-Parreño, J.A., Belando-Pedreño, N., Manzano-Sánchez, D., & Valero-Valenzuela, A. (2021). The Effect of an Active Breaks Program on Primary School Students’ Executive Functions and Emotional Intelligence. Psicothema, 33(3), 466-472. https://doi.org/10.7334/ psicothema2020.201.
  • Nouwens, S., Groen, M.A., Kleemans, T., & Verhoeven, L. (2020). How executive functions contribute to reading comprehension. British Journal of Educational Psychology, 91(1), 169-192. https://doi.org/10.1111/bjep.12355.
  • Rabiner, D.L., Carrig, M.M., & Dodge, K.A. (2016). Attention Problems and Academic Achievement: Do Persistent and Earlier-Emerging Problems Have More Adverse Long-Term Effects? Journal of Attention Disorders, 20(11), 946-957. https://doi.org/ 10.1177/1087054713507974.
  • Salas-Gomez, D., Fernandez-Gorgojo, M., Pozueta, A., Diaz-Ceballos, I., Lamarain, M., Perez, C., Kazimierczak, M., & Sanchez-Juan, P. (2020). Physical Activity Is Associated With Better Executive Function in University Students. Frontiers in Human Neuroscience, 18, 14-11. https://doi.org/10.3389/fnhum.2020.00011.
  • Sallis, J.F., Carlson, J.A. & Mignano, A.M. (2012). Promoting youth physical activity through physical education and after-school program. Adolescent Medicine: State of the Art Reviews, 23(3), 493-510. https://doi.org/10.1542/9781581107838-ch06.
  • Sánchez Ruiz, R. (2011). “La comprensión lectora en inglés: problemas encontrados en las pruebas de acceso a la universidad” [Reading comprehension in English: problems found within the spanish university entrance examination]. ENSAYOS. Revista De La Facultad De Educación De Albacete, 26, 95–111. https://doi.org/10.18239/ensayos.v26i0.71.
  • Segura, M. Roquet, H. & Pérez-Vidal, C. (2021). The Effects of a CLIL Programme on Linguistic Progress at Two Different Points in Time. Journal of Language and Education, 7(1), 171–189. https://doi.org/10.17323/jle.2021.10981.
  • Sudo, M., Costello, J.T., McMorris, T., & Ando, S. (2022). The effects of acute high-intensity aerobic exercise on cognitive performance: A structured narrative review. Frontiers of Behavior Neuroscience, 16, 957677. https://doi.org/10.3389/fnbeh.2022.957677
  • Ribeiro-Silva, E., Amorim, C. Aparicio-Herguedas, J.L., & Batista P. (2022). Trends of Active Learning in higher education and students’ well-being: A literature review. Frontiers of Psychology, 13, 844236. https://doi.org/10.3389/fpsyg.2022.844236
  • Solan, H. A., Shelley-Tremblay, J., Ficarra, A., Silverman, M., & Larson, S. (2003). Effect of attention therapy on reading comprehension. Journal of Learning Disabilities, 36(6), 556- 56. https://doi.org/10.1177/00222194030360060601
  • Tabata, I., Nishimura, K., Kouzaki, M., Hirai, Y., Ogita, F., Miyachi, M., & Yamamoto, K. (1996). Effects of moderate-intensity endurance and high-intensity intermittent training on anaerobic capacity and VO2max. Medicine & Science in Sports & Exercise, 28(10), 1327-1330. https://doi.org/10.1097/00005768-199610000-00018
  • Yildiz, M., & Çetinkaya, E. (2017). The Relationship between Good Readers’ Attention, Reading Fluency and Reading Comprehension. Universal Journal of Educational Research, 5(3), 366-371. https://doi.org/10.13189/ujer.2017.050309
  • Watson A., Timperio A., Brown H., Best K., & Hesketh K.D. (2017). Effect of classroom-based physical activity interventions on academic and physical activity outcomes: A systematic review and meta-analysis. International Journal of Behavioral Nutrition and Physical Activity, 14, 114. https://doi.org/10.1186/s12966-017-0569-9.
  • Windschitl, M. (1999). Using small-group discussions in science lectures’ college. Teaching, 47(1), 23–27. https://doi.org/10.1080/87567559909596075.
Fuente de los datos: Dialnet