This study examines trends in the rates of active commuting to school (ACS) in Spanish children (n = 18 343; 8.93 ± 1.68) and adolescents (n = 18 438; 14.11 ± 1.58) aged 6‐18 years from 2010 to 2017. ...Given the study period included the economic crisis in Spain (2008‐2013), the second aim of this study was to compare ACS rates during and after the economic crisis. Data were obtained from 28 studies conducted across Spain. The overall trends in ACS were evaluated using multilevel logistic regression analysis. Among Spanish children and adolescents, the rates of ACS to school ranged around 60% between 2010 and 2017. The rates of ACS in Spanish youth did not change significantly during the 2010‐2017 period, except a sporadic increase in the rate of ACS in adolescents in 2012‐2013. No significant association between the ACS and the economic crisis time period in youth was found. As conclusion, the ACS remains stable in Spain during the last decade, which is a promising result regarding the evidenced decreasing trend in many countries. Further educational and policy strategies are important to continue promoting this behavior in children and adolescents in the long term.
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BFBNIB, FSPLJ, FZAB, GIS, IJS, KILJ, NLZOH, NUK, OILJ, SAZU, SBCE, SBMB, UL, UM, UPUK
This systematic review aimed to analyze educational intervention studies on the effects of integrating physical activity in the classroom and its effects on physical, cognitive, and academic ...performance in schoolchildren aged four to eight years. Seventeen intervention studies conducted between December 2010 and December 2022 were retrieved from four databases. All articles showed that integrating physical activity into academic classes is beneficial in improving physical, cognitive, and academic performance, but these effects varied according to the type, duration, and intensity of physical activity employed. The implications of including IPA (Integrated Physical Activity) in school lessons are discussed, based on the theories of "embodied learning" and "cognitive load theory", among others, and a practical guide with recommendations for the implementation of active lesson programs in the school context is offered. Finally, it is suggested to continue investigating the subject and analyzing the effects of this type of methodology on some specific variables, such as executive functions or motivation for school classes.
Esta revisión sistemática tuvo como objetivo analizar los estudios de intervención educativa sobre los efectos de la integración de la actividad física en el aula y sus efectos físicos, rendimiento cognitivo y académico en escolares de entre cuatro y ocho años. Se recuperaron 17 estudios de intervención realizados entre diciembre de 2010 y diciembre de 2022 en cuatro bases de datos. Todos los artículos mostraron que la integración de la actividad física en las clases académicas es beneficiosa para mejorar el rendimiento físico, cognitivo y académico, pero estos efectos variaron según el tipo, la duración y la intensidad de la actividad física empleada. Se discuten las implicaciones de incluir la IPA (Actividad Física Integrada) en las lecciones escolares, en base a las teorías del “aprendizaje corpóreo” y la “teoría de la carga cognitiva”, entre otras, y se ofrece una guía práctica con recomendaciones para la implementación de programas de lecciones activas en el contexto escolar. Finalmente, se sugiere seguir indagando en la temática y analizando los efectos de este tipo de metodología sobre algunas variables específicas, como las funciones ejecutivas o la motivación por las clases escolares.
Background: The aim of this systematic review was to investigate the association of different components of physical fitness on cognitive performance (CP) and academic performance (AP) in ...adolescents, taking into account potential confounders. Method: Studies were identified in four databases (Pubmed, SportDiscus, Web of Science, and ProQuest) from January 2005 through to January 2015. A total of 21 articles met the inclusion criteria. Results: 8 studies showed association between physical fitness and CP, and 11 studies with AP. Cardiorespiratory fitness, speed-agility, motor coordination, and perceptual-motor skill are the highest measures associated with CP and AP. However, the findings on strength and flexibility are unclear. Finally, 62% of the 21 studies used confounders. The most controlled confounder were socioeconomic status, fatness, pubertal status, sex, and age. Conclusion: Fitness is associated with higher CP and AP. More research is needed in order to understand the causes of the differential effect of physical fitness components on CP and AP.
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BFBNIB, GIS, IJS, KISLJ, NUK, PNG, UL, UM, UPUK
The aim of this study was to evaluate the effects of a 10-week program of cooperative high-intensity interval training (C-HIIT) on inhibitory control and classroom behavior in schoolchildren ...diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). The sample consisted of 52 schoolchildren diagnosed with ADHD, 24 Non C-HIIT (control group, did not receive intervention) and 28 C-HIIT (experimental group, which performed C-HIIT 16 min/session, two sessions/week, for 10 weeks) monitoring the intensity with Seego Realtracksystems®. Inhibitory control (inhibition and intereference) was measured using the Spanish version of the Stroop Color and Word Test, and classroom behavior (hyperactive-impulsive, inattentive, conduct disorder and ADHD) using the EDAH scale for teachers. A two-group (Non C-HIIT vs C-HIIT) × two time (pre-test vs post-test) ANOVA was used to analyze the results. After the intervention program, the C-HIIT group significantly improved inhibitory control (interference; p = .002; 11%, inhibition; p = .041; eight percent) and some classroom behavioral variables (hyperactive-impulsive behavior; p < .001; 25%, conduct disorder, p < .001; 16% and ADHD behavior, p = .016; 13%) vs. the Non C- HIIT group. It is concluded that participating in a program of at least 10 weeks (two weekly sessions of 16 min of C-HIIT) improves inhibitory control and behavior at school. It is suggested to promote educational programs that include C-HIIT with an application of a scoring system (ClassDojo®) to motivate students to actively participate.
El objetivo de este estudio fue evaluar los efectos de un programa de 10 semanas de entrenamiento cooperativo de intervalos de alta intensidad (C-HIIT) sobre el control inhibitorio y la conducta en el aula, de escolares diagnosticados Trastorno por Déficit de Atención e Hiperactividad (TDAH). La muestra estuvo formada por 52 escolares diagnosticados TDAH, 24 No C-HIIT (grupo control, no recibió intervención) y 28 C-HIIT (grupo experimental, que realizaró C-HIIT 16 min/sesión, dos sesiones/semana, durante 10 semanas) monitoreando la intensidad con Seego Realtracksystems®. El control inhibitorio (inhibición e intereferencia) se midió mediante la versión en español del Stroop Color and Word Test, y el comportamiento en el aula (hiperactivo-impulsivo, desatento, trastorno de conducta y TDAH) mediante la escala EDAH para profesores. Se utilizó un ANOVA dos grupos (No C-HIIT vs C-HIIT) × dos tiempos (pre-test vs. post-test) para analizar los resultados. Tras el programa de intervención, el grupo C-HIIT mejoró significativamente el control inhibitorio (interferencia; p = .002; 11%, inhibición; p = .041; 8%) y algunas variables del comportamiento en el aula (comportamiento hiperactivo-impulsivo; p < .001; 25%, trastorno de conducta, p < .001; 16% y comportamiento TDAH, p = .016; 13%) frente al grupo No C- HIIT. Se concluye que participar en un programa de al menos 10 semanas (dos sesiones semanales de 16 min de C-HIIT) mejora el control inhibitorio y la conducta en la escuela. Se sugiere promover programas educativos que incluyan C-HIIT con una aplicación de sistema de puntuación (ClassDojo®) para motivar al alumnado a participar activamente.
El objetivo del presente estudio fue analizar la asociación de la práctica de actividad física (AF) con el bullying y ciberbullying. Participaron 1152 estudiantes españoles (50.9% chicas) entre 10 y ...16 años (13.24 ± 1.78). La asociación entre variables se realizó mediante análisis de covarianza (ANCOVA). Este análisis se desarrolló por separado para chicos y chicas y se ajustaron por edad, índice de masa corporal, estudios de la madre y repetición de curso académico. Los resultados mostraron que no existen diferencias estadísticamente significativas en la victimización de bullying en los adolescentes respecto a su nivel de práctica semanal de AF (p>.05). Sin embargo, los chicos físicamente activos (al menos una hora de MVPA ≥ cinco días/semana) tenían un nivel mayor de agresión por bullying en comparación con los inactivos (p=.012; d = 0.218). En cuanto al ciberbullying, los resultados de victimización y agresión en función del nivel de AF semanal parece que no afecta en las chicas (todos p > .05), sin embargo, los estudiantes físicamente activos presentaron tanto menores niveles de victimización (p=.017; d=0.217) como de agresión (p=.060; d=0.468). Los resultados sugieren la necesidad de diseñar intervenciones educativas multifacéticas que promuevan tanto la práctica de AF, como protección de la victimización en ciberbullying e intervención psicológica dirigida a la reeducación de los efectos de agresión asociados a su práctica. Palabras Clave: Actividad física, ejercicio físico, bullying, ciberbullying, victimización, agresión. Abstract. The aim of the present study was to analyze the association between physical activity (PA) and bullying and cyberbullying. A total of 1152 Spanish students (50.9% girls) between 10 and 16 years of age (13.24 ± 1.78) participated. The association between variables was performed by analysis of covariance (ANCOVA). This analysis was performed separately for boys and girls and adjusted for age, body mass index, mother's education and repetition of academic year. The results showed that there were no statistically significant differences in bullying victimization in adolescents with respect to their level of weekly PA practice (p>.05). However, physically active boys (at least one hour of MVPA ≥ five days/week) had a higher level of bullying aggression compared to inactive ones (p=.012; d=0.218). Regarding cyberbullying, victimization and aggression scores as a function of weekly PA level appeared to be unaffected in girls (all p > .05), however, physically active students had both lower levels of victimization (p=.017; d=0.217) and aggression (p=.060; d=0.468). The results suggest the need to design multifaceted educational interventions that promote both PA practice, as protection from cyberbullying victimization, and psychological intervention aimed at the re-education of the aggression effects associated with its practice. Keywords: Physical activity, physical exercise, bullying, cyberbullying, victimization, aggression.
Physical activity has been positively related to better cognitive performance though the effects of varied exercise type and intensity and the duration of cognitive benefits are unclear. This study ...analyzed the effect of 16 minutes of monitored cooperative high-intensity interval training (monitored C-HIIT) at the start of the school day, on various cognitive variables over the next 24–48 hours. We randomly assigned 158 participants either to a control group (n = 81) that engaged only in static stretching or to an experimental group (n = 77) that performed monitored C-HIIT. We assessed cognitive functioning before the exercise, immediately afterward, and for five follow-up time points over the next two days (i.e., at 2, 3, 4, 24, and 48 hours). We analyzed age, sex, body mass index, and moderate-to-vigorous physical activity as potential confounder variables. Adolescents in the monitored C-HIIT group increased selective attention by 17.39% during the next hour (p = .015) and increased concentration by 20.31% and 15.26% during the first (p = .022) and second (p = .059) subsequent hours, respectively. This positive short-term benefit of monitored C-HIIT during immediate subsequent hours is an important finding with implications for the school curricula and schedule.
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FSPLJ, NUK, OILJ, SAZU, UKNU, UL, UM, UPUK
El objetivo del presente estudio fue analizar la asociación de una baja condición física (CF) con el exceso de peso en adolescentes. La muestra estaba formada por 1050 adolescentes (496 chicos y 554 ...chicas) de 12 Centros de Educación Secundaria, de entre 12 y 15 años. Las capacidades físicas de los participantes fueron medidas mediante tests de la batería Alpha-Fitness. Como análisis estadístico se llevó a cabo regresión logística binaria y ANCOVA. Los resultados mostraron que los adolescentes con bajos niveles de resistencia cardiovascular (A), fuerza de tren inferior (B), resistencia abdominal (C) y velocidad de desplazamiento (D) tenían más riesgo de padecer sobrepeso que aquellos con altos niveles de CF, A) odds ratio (OR)= 3,725 en chicas y OR= 6,367 en chicos, ambos p< ,001; B) OR= 3,102 en chicas y OR= 3,422 en chicos, ambos p< ,001; C) OR= 2,122 en chicos, p< ,001 y D) OR= 0,543, p= ,033 y OR= 0,460, p< ,001 en chicas y chicos respectivamente. Sin embargo, una baja fuerza manual se asoció con menor IMC (todos p< ,020). No se hallaron resultados de asociación significativa entre un bajo nivel de flexibilidad y exceso de peso (p= ,089 y p=,231 para chicas y chicos, respectivamente). Se concluye que un bajo nivel de CF se asocia a una más alta probabilidad y riesgo de padecer exceso de peso en adolescentes. Por tanto, se sugiere incorporar propuestas de actividades transversales para la mejora de la CF en el diseño de las unidades didácticas de Educación Física, así como promoverla durante el periodo extraescolar.
Palabras clave: capacidad física, adiposidad, composición corporal, elasticidad, esfuerzo, energía.
Abstract. The aim of the present study was to analyze the association of low physical fitness (FC) with excess weight in adolescents. The sample consisted of 1050 adolescents (496 boys and 554 girls) from 12 secondary schools, aged 12 to 15 years. The physical capacities of the participants were measured by means of Alpha-Fitness battery tests. Binary logistic regression and ANCOVA were performed as statistical analysis. The results showed that adolescents with low levels of cardiovascular endurance (A), lower body strength (B), abdominal endurance (C) and travel speed (D) had a higher risk of being overweight than those with high levels of FC, A) odds ratio (OR) = 3,725 in girls and OR= 6,367 in boys, both p< ,001; B) OR= 3,102 in girls and OR= 3,422 in boys, both p< ,001; C) OR= 2,122 in boys, p< ,001 and D) OR= 0,543, p= ,033 and OR= 0,460, p< ,001 in girls and boys respectively. However, low manual strength was associated with lower BMI (all p< ,020). No significant association results were found between a low level of flexibility and overweight (p= ,089 and p= ,231 for girls and boys, respectively). It is concluded that a low level of FC is associated with a higher probability and risk of suffering from excess weight in adolescents. Therefore, it is suggested to incorporate proposals of transversal activities for the improvement of FC in the design of the didactic units of Physical Education, as well as to promote it during the out-of-school period.
Key words: physical capacity, adiposity, body composition, elasticity, effort, energy.
El Trastorno por Déficit de Atención e Hiperactividad (TDAH) y la Resistencia Cardiorrespiratoria (RC) se ha vuelto cada vez más relevante en el contexto educativo, ya que se ha descubierto que un ...nivel adecuado de RC está relacionado con una mayor capacidad de concentración, memoria y aprendizaje en general. Este estudio tiene como objetivo analizar la asociación del nivel de RC de escolares diagnosticados con TDAH con variables relacionadas con el comportamiento en el ámbito educativo. La muestra estaba formada por un total de 94 estudiantes diagnosticados TDAH (44 chicos, 47% y 50 chicas, 53%) de 6 a 12 años de edad (9.48 ± 2.10 años). Para medir la RC se empleó el test Course Navette. El cálculo matemático y el razonamiento lingüístico se evaluó mediante un test ad hoc, con el test d2 se midió la concentración y con la prueba EDAH el comportamiento hiperactivo-impulsivo en el contexto educativo. Para el análisis de datos se llevó a cabo una regresión lineal múltiple y un ANCOVA, en ambos se empleó la edad y el IMC como covariables. Los resultados mostraron que una mayor RC en chicos se asoció con un mejor razonamiento lingüístico (p=.001) y un menor comportamiento hiperactivo-desatento en el aula (p=.009). Las chicas con un alto nivel de RC tenían un mayor razonamiento lingüístico que sus iguales con bajo nivel de RC (p=.019). Se concluye que, un mayor nivel de RC se asocia con un menor comportamiento hiperactivo-impulsivo en chicos TDAH y mayor rendimiento académico en ambos sexos, independientemente del IMC y edad de los escolares.
Palabras clave: aprendizaje, funciones ejecutivas, condición física, hiperactividad, estudiantes
Abstract. Attention Deficit Hyperactivity Disorder (ADHD) and Cardiorespiratory Resistance (CR) has become increasingly relevant in the educational context, as it has been found that an adequate level of CR is related to a greater capacity for concentration, memory and learning in general. This study aims to analyse the association of CR level of schoolchildren diagnosed with ADHD with variables related to behaviour in the educational setting. The sample consisted of a total of 94 students diagnosed with ADHD (44 boys, 47% and 50 girls, 53%) aged 6 to 12 years (9.48 ± 2.10 years). The Course Navette test was used to measure CR. Mathematical calculation and linguistic reasoning were assessed with an ad hoc test, concentration was measured with the d2 test and hyperactive-impulsive behaviour in the educational context with the EDAH test. For data analysis, multiple linear regression and ANCOVA were performed, both using age and BMI as covariates. Results showed that higher CR in boys was associated with better linguistic reasoning (p=.001) and less hyperactive-attentive behaviour in the classroom (p=.009). Girls with a high CR level had better linguistic reasoning than their peers with a low CR level (p=.019). It is concluded that, a higher level of CR is associated with lower hyperactive-impulsive behaviour in ADHD boys and higher academic performance in both sexes, independently of BMI and age of the schoolchildren.
Keywords: learning, executive functions, physical fitness, hyperactivity, students
The aim of this paper was to analyze the acute and chronic effects of physical activity (PA) on cognition, behavior, and motor skill in youth with autism spectrum disorder (ASD), taking into account ...potential confounders. In addition, it was intended to elaborate a guide of educational applications with strategies for PA use. Studies were identified in four databases from January 2010 to June 2023. A total of 19 interventional studies met the inclusion criteria. PA programs ranged from two weeks to one year in duration, with a frequency of one to five sessions per week. More than 58% of the studies showed positive effects of PA on cognition, and 45.5% on behavior and motor skill. Moderate-vigorous PA for 15-30 min has shown acute effects on cognition, general behavior, and stereotypic/repetitive behaviors in youth with ASD. A total of 9 out of 14 studies showed chronic effects on general behavior and stereotypic behaviors, and only 6 on motor skills.
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DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
El objetivo de este estudio fue evaluar los efectos de un programa de 10 semanas de entrenamiento cooperativo de intervalos de alta intensidad (C-HIIT) sobre el control inhibitorio y la conducta en ...el aula, de escolares diagnosticados Trastorno por Déficit de Atención e Hiperactividad (TDAH). La muestra estuvo formada por 52 escolares diagnosticados TDAH, 24 No C-HIIT (grupo control, no recibió intervención) y 28 C-HIIT (grupo experimental, que realizaró C-HIIT 16 min/sesión, dos sesiones/semana, durante 10 semanas) monitoreando la intensidad con Seego Realtracksystems®. El control inhibitorio (inhibición e intereferencia) se midió mediante la versión en español del Stroop Color and Word Test, y el comportamiento en el aula (hiperactivo-impulsivo, desatento, trastorno de conducta y TDAH) mediante la escala EDAH para profesores. Se utilizó un ANOVA dos grupos (No C-HIIT vs C-HIIT) × dos tiempos (pre-test vs. post-test) para analizar los resultados. Tras el programa de intervención, el grupo C-HIIT mejoró significativamente el control inhibitorio (interferencia; p = .002; 11%, inhibición; p = .041; 8%) y algunas variables del comportamiento en el aula (comportamiento hiperactivo-impulsivo; p < .001; 25%, trastorno de conducta, p < .001; 16% y comportamiento TDAH, p = .016; 13%) frente al grupo No C- HIIT. Se concluye que participar en un programa de al menos 10 semanas (dos sesiones semanales de 16 min de C-HIIT) mejora el control inhibitorio y la conducta en la escuela. Se sugiere promover programas educativos que incluyan C-HIIT con una aplicación de sistema de puntuación (ClassDojo®) para motivar al alumnado a participar activamente.
Abstract. The aim of this study was to evaluate the effects of a 10-week program of cooperative high-intensity interval training (C-HIIT) on inhibitory control and classroom behavior in schoolchildren diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). The sample consisted of 52 schoolchildren diagnosed with ADHD, 24 Non C-HIIT (control group, did not receive intervention) and 28 C-HIIT (experimental group, which performed C-HIIT 16 min/session, two sessions/week, for 10 weeks) monitoring the intensity with Seego Realtracksystems®. Inhibitory control (inhibition and intereference) was measured using the Spanish version of the Stroop Color and Word Test, and classroom behavior (hyperactive-impulsive, inattentive, conduct disorder and ADHD) using the EDAH scale for teachers. A two-group (Non C-HIIT vs C-HIIT) × two time (pre-test vs post-test) ANOVA was used to analyze the results. After the intervention program, the C-HIIT group significantly improved inhibitory control (interference; p = .002; 11%, inhibition; p = .041; eight percent) and some classroom behavioral variables (hyperactive-impulsive behavior; p < .001; 25%, conduct disorder, p < .001; 16% and ADHD behavior, p = .016; 13%) vs. the Non C- HIIT group. It is concluded that participating in a program of at least 10 weeks (two weekly sessions of 16 min of C-HIIT) improves inhibitory control and behavior at school. It is suggested to promote educational programs that include C-HIIT with an application of a scoring system (ClassDojo®) to motivate students to actively participate.
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