Las clases basadas en actividad física: una revisión sistemática de las creencias del profesorado y el alumnado

Ayuso, Jorge Agustín Zapatero

doi:10.5209/rced.65495

Rev. Complut. Educ

2020

DOI: 10.5209/rced.65495

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Las clases basadas en actividad física: una revisión sistemática de las creencias del profesorado y el alumnado

Jorge Agustín Zapatero Ayuso

Abstract: INTRODUCCIÓN: las clases basadas en actividad física (AF) surgieron como una estrategia para incrementar los niveles de AF, el aprendizaje y el desarrollo del alumnado en la escuela. La investigación sobre la efectividad de estos programas mantiene ciertas incógnitas, por lo que este trabajo busca conocer en profundidad las creencias de los implicados como factor que puede influir en los resultados de estas intervenciones. MÉTODO: se desarrolló una revisión sistemática sobre doce estudios con una metodología c… Show more

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Cited by 4 publications

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Effects of a Hybrid Program of Active Breaks and Responsibility on the Behaviour of Primary Students: A Mixed Methods Study

Jiménez-Parra

Manzano-Sánchez

Camerino

et al. 2022

Behavioral Sciences

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Schools are ideal environments to promote healthy lifestyles and teach values among students. In this sense, the present study aims to verify the result of an Active Break program (AB) within the Teaching Personal and Social Responsibility (TPSR) Model in the school environment. The sample consisted of two teachers/tutors from the sixth year of Primary Education and 51 pupils, aged between 11 and 13 years, who were divided into an experimental group (n = 26) and a control group (n = 25). The intervention program lasted 3 months, in which the hybridised methodology was applied during 100% of the weekly classes, computing a total of 156 sessions by the end of the study. It was a quasi-experimental study design that used a mixed methodology combining a systematic observational analysis with semi-structured interviews. The results showed an evolution in the behaviour of the teacher from the experimental group from a controlling style to one centred on the transfer of autonomy, while the teacher from the control group primarily used strategies based on the imposition of tasks and the establishment of organisation, which caused an increase in disruptive behaviours among students. We conclude that the program is adaptable to Primary Education and can be extended to any educational environment to improve the classroom climate and attract the attention of students and, finally, allows for the promotion of new teaching strategies.

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Effects of a Hybrid Program of Active Breaks and Responsibility on the Behaviour of Primary Students: A Mixed Methods Study

Jiménez-Parra

Manzano-Sánchez

Camerino

et al. 2022

Behavioral Sciences

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The Educational Use of WhatsApp

et al. 2022

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The mobile phone has become the preferred means of communication, especially among young people, and there are many teachers who are committed to introducing it as a resource in their classrooms. Therefore, the objective of this work was to describe the educational uses of WhatsApp. The methodology was a systematic review of published work on the subject, based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) and similar phases in the process. The sample was made up of 192 papers, which shows the large amount of research that has gone into the subject. WhatsApp’s educational use comes from the creation of groups—students alone or including the teacher. It is applied in both formal and informal education in all educational stages and in numerous subjects. It is also related to improvements in active learning, decision-making, and motivation, in addition to skills related to efficiency, planning, and time organization. Although the application was not designed for the educational environment, its advantages have shown it to be an adequate educational and support resource in teaching and learning at all educational stages.

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¿Qué hacen los estudiantes de Educación Primaria españoles fuera del horario académico? Actividades extraescolares

Hidalgo-Chacon

Arteche²,

Martínez‐Aznar

2022

Rev. complut. educ

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Las actividades extraescolares se engloban dentro de la educación no formal. Diversos autores destacan su impacto positivo en el desarrollo de las competencias interpersonales, el pensamiento crítico y la madurez de los escolares. En 2007, cerca del 92.0% del alumnado de Educación Primaria participaba en alguna actividad extraescolar. En este trabajo se presenta: una revisión sistemática de los artículos publicados entre 2000 y 2020 sobre las actividades extraescolares realizadas en España, y un estudio para profundizar en la naturaleza de las mismas, desarrollado con una encuesta referida al curso 2018/2019 y analizada siguiendo técnicas de estadística descriptiva e inferencial. De la revisión sistemática cabe destacar que más del 62.0% del alumnado viene participando en actividades extraescolares, preferentemente de carácter recreativo. En cuanto a la encuesta, no se aprecian preferencias marcadas entre las actividades cognitivas y las recreativas (50.2% vs. 49.8%). Entre las últimas, los niños participan 1.9 veces más que las niñas en las deportivas (Fútbol, Baloncesto, Tenis, etc.), mientras que las niñas realizan 7.6 veces más las relacionadas con las artes escénicas (Danza, Ballet, Flamenco, etc.). Un 76.7% de los escolares dedican de 2 a 4 días a la semana a estas actividades y el 26.7% las desarrollan en su propio colegio. Por otra parte, el 45.0% de sus tutores declaran un gasto mensual por escolar de 70€ o más para estas actividades. Se observa un cambio de tendencia hacia las actividades extraescolares cognitivas, con la aparición de nuevas como la Robótica, la Programación y las Científicas. La elección la realizan los propios escolares, manteniendo el sesgo de género en la decisión. Por último, su elevado coste, podría suponer un elemento más de exclusión social en las familias con menos recursos y no contribuir a la conciliación familiar y laboral.

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Las clases basadas en actividad física: una revisión sistemática de las creencias del profesorado y el alumnado

Cited by 4 publications

References 32 publications

Effects of a Hybrid Program of Active Breaks and Responsibility on the Behaviour of Primary Students: A Mixed Methods Study

Effects of a Hybrid Program of Active Breaks and Responsibility on the Behaviour of Primary Students: A Mixed Methods Study

The Educational Use of WhatsApp

¿Qué hacen los estudiantes de Educación Primaria españoles fuera del horario académico? Actividades extraescolares

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