Resultados académicos, cognitivos y físicos de dos estrategias para integrar movimiento en el aula: clases activas y descansos activos

Autores/as

  • A. Méndez-Giménez
DOI: https://doi.org/10.6018/sportk.412531
Palabras clave: clases físicamente activas, descansos activos, descansos cerebrales, integrar movimiento, actividad física

Resumen

El principal objetivo fue revisar la evidencia científica sobre los efectos de dos estrategias que integran movimiento en las clases de aula (clases académicas físicamente activas y descansos activos) en resultados académicos, cognitivos y de salud. Las clases físicamente activas refuerzan el contenido académico conectándolo directamente con determinadas actividades físicas, mientras que los descansos activos utilizan la AF como recuperación de la carga académica sin conectar necesariamente con contenidos curriculares. Se examinan las revisiones y meta-análisis publicadas en los últimos cinco años y se pone el foco en implicaciones docentes relevantes. Se concluye que integrar movimiento en las clases académicas tiene el potencial no solo de mejorar los niveles de actividad física modera y vigorosa de los estudiantes durante la jornada escolar, sino también de incrementar facilitadores del aprendizaje como la concentración, la cognición y el tiempo en la tarea, así como las funciones ejecutivas de organización, y el rendimiento académico.

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Publicado
31-01-2020
Cómo citar
Méndez-Giménez, A. (2020). Resultados académicos, cognitivos y físicos de dos estrategias para integrar movimiento en el aula: clases activas y descansos activos. SPORT TK-Revista EuroAmericana de Ciencias del Deporte, 9(1), 63–74. https://doi.org/10.6018/sportk.412531
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