Descansos activos y su influencia sobre los procesos cognitivos superiores en Educación Primaria

Abstract

Currently, research is being done on the multiple cognitive, academic, metabolic benefits, etc., which involves the implementation of active teaching methodologies, integrating physical activity (PA) and curriculum content. Objectives: to know the effects of a program in Active Breaks (ABs) on Executive Functions (EFs), Emotional Intelligence (EI), amount and total levels of PA, the influence of ABs in the brain activity and on teachers' perceptions who were taken part in its implementation. Methodology: a quasi-experimental design of repeated pre-test/post-test measures with a control group was used, integrating a mixed research methodology. The sample was made up of 166 students (92 boys and 74 girls) of Primary Education from two Educational Centers of Castilla-la Mancha. The participants were distributed in a control group (N = 83 students; 47 boys) and an experimental group (N = 83 students; 45 boys). Children in the experimental group performed 20 ABs per week (between 3-5 ABs/day; duration: 5-10 minutes; 5 days/week), incorporating curricular content, EI and cooperative work. The control group continued with its ordinary classes. The EFs and EI were evaluated at the beginning of the study (September 2018) and after the intervention (February 2019). The acute effects of an AB on the neurophysiological responses of the brain were measured by electroencephalogram (EEG), selecting 24 random children (16 boys) from among the 8 classes (3 children per class), organizing the sample into 2 groups of 12 participants. This measurement was carried out for 2 weeks (in November 2018). For the assessment of PA levels by accelerometry, 2 random classes were chosen from the total of 8 classes that formed the entire study, with a sample of 44 students (22 boys belonging to the experimental group and 22 to the control group; 12 boys and 10 girls in each group, respectively). Both classes were in the 5th grade of Primary School. Three measurements were carried out, before starting the intervention (in September 2018), in full development of the intervention (in November 2018) and, the last, at the end of the intervention (in February 2019). In order to know the advantages and disadvantages of the implementation of the program, the tutors of the experimental groups conducted a semi-structured interview. To compare the variables of EFs and pre-post EI between the control and experimental groups, a multivariate analysis was carried out (Manova and Mancova, respectively). Regarding the analysis of the data for accelerometry and EEG, the Mann Whitney U test was used. Results: in the experimental group a significant increase was observed in all the variables of EFs compared to the control group. No changes in EI were observed in the comparison of both groups, although significant variations were obtained over time in the experimental group. The data provided by the EEG showed significant differences in executive cognitive resources in favour of the experimental group. Similarly, the levels of moderate to vigorous intensity PA (MVPA) were significantly increased in the experimental group. Teachers expressed a great satisfaction with the application of the program due to the observed benefits in the behaviour of the students. Although, they expressed relative inconveniences about their organization. Conclusions: an increase in the EFs was found, with improvements in cognitive function in the frontal and prefrontal regions of the cerebral cortex in the experimental group. In EI, changes were only observed in the experimental group in factors such as mood, stress management and total EI score. The ABs supposed an increase in the MVPA during the school day. Finally, the satisfaction and enjoyment of teachers and students contributed to the implementation of the program. In addition, they identified drawbacks such as the lack of advisers, the time they had to carry them out, or the cooperative work sessions.