Spelling in motion: The impact of active breaks on spelling skills and physical activity in primary education
Abstract
Modern society and the development of ICT, in addition to countless benefits, are increasingly associated with weaknesses such as physical inactivity or deficiencies in the use of spelling. The aim of this study was to analyze the implementation of a program that, through active breaks, seeks to reduce inactivity and improving competencies related to Spanish spelling. The participants were 42 fifth-grade Primary Education students (25 girls and 17 boys, 10-11 years old). The methodology used was a mixed-method approach. For the quantitative part, a quasi-experimental design with repeated measures (pre-post) was used for the experimental group (21 participants, 11 girls and 10 boys) and the control group (21 participants, 9 girls and 12 boys); the qualitative study was conducted based on focus groups. Both groups had similar characteristics in terms of sex, age, and socioeconomic status. The results showed the benefits of applying active breaks for improving the applied knowledge of spelling rules, as well as the students' perception of an increase in the amount of physical activity. Additionally, the perception of increased motivation, the usefulness of learning, and the fun experienced by the participants also stand out.
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References
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