La  actividad  física  y  su  influencia  en  los  procesos  de  enseñanza-aprendizaje. Análisis correlacional

María del Carmen del Amo Chicharro; Ángel Luis González Olivares; Juana María Anguita Acero

doi:10.55777/rea.v17i34.7077

Authors

María del Carmen del Amo Chicharro Universidad de Castilla-La Mancha, UCLM, España https://orcid.org/0009-0007-4087-1141
Ángel Luis González Olivares Universidad de Castilla-La Mancha, UCLM, España https://orcid.org/0000-0003-0443-5127
Juana María Anguita Acero Universidad Nacional de Educación a Distancia, UNED, España https://orcid.org/0000-0002-8390-857X

DOI:

https://doi.org/10.55777/rea.v17i34.7077

Keywords:

Cognitive Processes, Activo breaks, Academic performance, Infant Education, Primary Education

Abstract

One of the challenges education faces nowadays is to try to improve students' cognitive processes. The inclusion of short periods of physical activity between class sessions —active breaks— has proven to be a very positive strategy for this. These breaks influence the birth of new neurons in the hippocampus (an area closely related to learning and memory), develop healthy habits in students and improve their academic performance. In order to find out how active breaks influence the teaching-learning processes in Infant and Primary Education, a quantitative empirical study was carried out. To that end, it was used a validated questionnaire that measured the four components of physical activity according to González and Portolés (2014): the development of physical activity and basic motor skills, the reduction of sedentary behaviour and the contribution to cognitive development. The results show that physical activity in the classroom is the variable least applied by teachers, although there are studies that demonstrate the benefit of this activity in the cognitive processes of students.

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Author Biographies

María del Carmen del Amo Chicharro, Universidad de Castilla-La Mancha, UCLM, España

PhD in Education, Master's Degree in Teacher Training for Compulsory Secondary Education, Baccalaureate and Language Teaching, specialising in Educational Guidance. Graduate in Early Childhood Education Teacher and Primary Education Teacher. She works as a university lecturer in the Bachelor's Degree in Early Childhood Education and in the Bachelor's Degree in Primary Education at the Faculty of Education in Ciudad Real, in the Department of Pedagogy. She also specialises in Therapeutic Pedagogy (PT) and Hearing and Language (AL). She is currently Associate Professor in the Faculty of Education of Ciudad Real (UCLM). Her research interests are: neuroeducation, educational inclusion, active methodologies and ICT. Outside the university environment, she is a teacher of Early Childhood Education, Primary Education and English.

Ángel Luis González Olivares, Universidad de Castilla-La Mancha, UCLM, España

PhD in Developmental and Educational Psychology with Extraordinary Doctorate Award from the Complutense University of Madrid, Degree in Pedagogy and Psychopedagogy and Master in Psychotherapeutic Intervention by the UNED. He is accredited as a Professor Hired Doctor by the Agencia Nacional de Evaluación de la Calidad y Acreditación (National Agency for Quality Assessment and Accreditation). He is the Managing Director of the Almida Integration Group, Associate Professor of the Department of Pedagogy at the University of Castilla La Mancha, Tutor and Professor of the Master in Educational Intervention in Social Contexts at the UNED and Accredited Doctoral Professor of the Faculty of Education at the University Camilo José Cela. His teaching areas focus on theoretical and practical training in special education, social values of citizenship and pedagogy and social education. Member of research groups at various universities (UCLM, UCJC, UCM and UNED), with six-year research period by CNEAI in 2020 and participant in R+D+I research projects. His main lines of research are focused on the study of guidance, training and employment of people with disabilities, vocational guidance, educational guidance and tutorial counselling. He is Vice-President of the National Confederation of Special Employment Centres (CONACEE), President of the Association of Companies for the Socio-labour Integration of People with Disabilities of CLM (EINSO) and Dean of the Professional Association of Education of CLM (CDL-CLM).

Juana María Anguita Acero, Universidad Nacional de Educación a Distancia, UNED, España

Doctor in Educational Sciences, MA in the Teaching of Spanish as Foreign Language and in Bilingual Education. Degrees in Translation and Interpreting, in English Studies and in Primary Education Teaching. Expert in intercultural education, migratory movements, bilingualism, English-Spanish translation and the teaching of English as a foreign language. She has worked as a translator and language specialist for Lionbridge (formerly Bowne Global Solutions) in Madrid (Spain) and for the International Baccalaureate in The Hague (The Netherlands). She has taught English at different educational levels in Primary and Secondary Education both from the Council of Education in Madrid and in Castilla-La Mancha (Spain). She has also worked as a lecturer in the Translation and Interpreting Degree in the Faculty of Humanities at Universidad Pablo de Olavide (Sevilla, Spain); in the Teaching Degree at Universidad Alfonso X El Sabio (Madrid, Spain); in the Teaching Degree and in the Journalism and Audiovisual Communication Degree at Universidad Rey Juan Carlos (Madrid, Spain); and in the Master's Degree in Teacher Training at Universidad Villanueva (Madrid, Spain). At the present time she is a qualified Primary Education teacher in Castilla-La Mancha and she works as an Associate Lecturer at the Department of Pedagogy at Universidad de Castilla-La Mancha (Ciudad Real, Spain). She is part of EduSoc, “Educación, Sociedad y Cultura" [Education, Society and Culture] research group at Universidad Complutense de Madrid.

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