The Effect of an Active Breaks Program on Primary School Students’ Executive Functions and Emotional Intelligence

  1. Julián A. Muñoz-Parreño 1
  2. Noelia Belando-Pedreño 2
  3. David Manzano-Sánchez 1
  4. Alfonso Valero-Valenzuela 1
  1. 1 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

  2. 2 Universidad Europea de Madrid
    info

    Universidad Europea de Madrid

    Madrid, España

    ROR https://ror.org/04dp46240

Revista:
Psicothema

ISSN: 0214-9915 1886-144X

Ano de publicación: 2021

Título do exemplar: Monográfico Mariano Yela

Volume: 33

Número: 3

Páxinas: 466-472

Tipo: Artigo

DOI: 10.7334/PSICOTHEMA2020.201 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Psicothema

Obxectivos de Desenvolvemento Sustentable

Resumo

Antecedentes: los descansos activos (periodos de tiempo de actividad física durante las clases lectivas) han mostrado resultados muy positivos en las funciones ejecutivas y la inteligencia emocional. Método: una muestra de 166 estudiantes de Primaria (83 alumnos como grupo experimental y 83 como grupo control) participaron en este estudio. El grupo experimental recibió 20 periodos semanales de descansos activos (de 5-10 minutos, 3-5 veces al día, durante 17 semanas) combinando la actividad física con el contenido curricular y el aprendizaje cooperativo e inteligencia emocional. Resultados: el grupo experimental mejoró todas las funciones ejecutivas que fueron analizadas, así como el control del estrés, el estado de ánimo y en el índice global de inteligencia emocional. Conclusiones: un programa de descansos activos, unido al aprendizaje cooperativo y a la enseñanza de contenidos curriculares, puede ser válido para mejorar el funcionamiento cognitivo de estudiantes de Primaria, así como lograr unos resultados beneficiosos en la inteligencia emocional, siendo importante realizar periodos cortos de manera frecuente en vez de largos periodos de descansos activos esporádicamente.

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